El enfoque MEMOSOLF en la enseñanza del piano: Un estudio cualitativo sobre percepciones docentes y la memoria musical

Martha Paola Garay Mendoza; Serguei Tibets; Antonina Dragan

doi:10.29105/pc.v7i1.113

Authors

Martha Paola Garay Mendoza Universidad Autónoma de Nuevo León
Serguei Tibets Universidad Autónoma de Nuevo León
Antonina Dragan Universidad Autónoma de Nuevo León

DOI:

https://doi.org/10.29105/pc.v7i1.113

Keywords:

musical memory, piano teaching, emotional memory, music pedagogy, MEMOSOLF

Abstract

The present study analyzes piano teachers’ perceptions regarding the potential use of the MEMOSOLF approach in the instrumental teaching-learning process. The research was conducted from an exploratory qualitative perspective through semi-structured interviews administered to seven instructors with experience in higher music education. The data obtained were analyzed using thematic analysis, following the methodological procedure proposed by Braun and Clarke. The results show that teachers recognize the importance of integrating different types of memory (aural, motor, visual, analytical, and emotional) in piano training. Likewise, emotional memory was identified as a relevant component for the stability of musical performance and the strengthening of interpretative expressiveness. The study suggests that the application of the pedagogical dimensions proposed by the MEMOSOLF approach may contribute to the development of more comprehensive learning processes, promoting structural understanding of the musical work and the consolidation of interpretative skills. Finally, the pedagogical implications of the approach are discussed, and future lines of research are proposed, aimed at its validation in diverse educational contexts.

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