Mujeres compositorasun enfoque pedagógico sobre cómo presentar al alumnado de secundaria referentes femeninos. El caso de Ethel Smyth

  1. Soler Campo, Sandra 1
  2. Alegret Pampols, Magdalena 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Journal:
MUSAS: revista de investigación en mujer, salud y sociedad

ISSN: 2385-7005

Year of publication: 2020

Issue Title: Empoderamiento, emancipación y autonomía de las mujeres

Volume: 5

Issue: 1

Pages: 98-115

Type: Article

DOI: 10.1344/MUSAS2020.VOL5.NUM1.6 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: MUSAS: revista de investigación en mujer, salud y sociedad

Abstract

In the past women have had few opportunities to develop personally and work within the field music. When we talk specifically about classical music, there are few female references in the field of composition, the interpretation of certain types of instrument families (fundamentally brass and percussion) and orchestral conducting. Throughout history, women were often allowed to train as amateur musicians but not as professionals. Although male sex has progressively assimilated the sharing of household chores over the last quarter-century, women continue to assume the main burden. For example, in the Renaissance period, women had to deal with a set of sexual stereotypes surrounding the practice of certain musical instruments. The following didactic proposal aims to introduce secondary school students to the figure of the female composer and conductor. This proposal will revolve around the figure of Ethel Smyth. For this purpose, an active and cooperative methodology has been used, as well as materials such as computers with an internet connection and tangible material. The results have been very positive, reaching competency and transversal activities and encouraging a critical spirit in the students.

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Data source: Dialnet