Musical Iconography and its Didactic: between mimesis and symbol in the context of teacher training

Abstract

This paper reflects on the possibilities that musical iconography offers as the starting point for a complex learning integrating both visual and musical art experiences following a humanistic and comprehensive approach, in the context of university teacher training. Firstly, it refers to the theoretical and epistemological framework related both to the specific teaching involved and to art history and the rhetoric of the image that has been considered. Then an experience of action research is presented, conducted with university teacher trainees (belonging to Initial and Primary levels), based on musical iconography and its teaching, so as to integrate competencies through the artistic experience. We sought to provide learning situations that would promote not only reflection, but also a knowledge of a repertoire of music and of visual art works and some of the symbols that may be present in them, and also to bring about direct artistic experiences through the reprocessing of these works using various techniques.

Keywords

• música
• educación musical
• educación artística
• formación del profesorado
• interdisciplinariedad
• museos