Análisis del Programa Formativo Colombia Creativa y Evaluación de las Titulaciones en Música Vinculadas al Programa

Abstract

The objective aim of this doctoral thesis is to conduct an analysis of the “Colombia Creativa” Artists Professionalization Program (PPACC) and to evaluate the processes of curricular management and its implementation in the professional music programs linked to the project from different dimensions such as: program management, curricular flexibility, training processes and learning outcomes. This is based on the experience, perspective and opinion of different agents involved (PPACC project’s managers in the Ministry of Culture and each university, teachers and graduates of the music professionalization program). The research approach employed is qualitative, and a descriptive phenomenological research method has been used. A total of 43 informants participated in the research: one PPACC's manager in the Ministry of Culture, eight program's directors, fourteen teachers and twenty graduates. Semi-structured interview, designed ad hoc and validated by expert judgment, is used as the instrument for collecting information. After the application of the interviews and their transcription, the content analysis was carried out using the NVivo11 program. The categories described above were used and codes were generated from the emergent coding procedure (Bauselas, 2004; Bazeley, 2002; Cho & Lee, 2014; Tagg, 2011). The results reveal that although the PPACC’s implementation in all of music’s training programs analyzed raised different challenges and difficulties at the administrative and curricular management level, as well as certain contradictions and challenges of disciplinary, pedagogical and didactic order, the agents involved agree in valuing the PPACC as an invaluable opportunity for growth of artists but also of the artistic and national educational sector. As PPACC’s strengths, the expertise and experience of the teaching staff and the quality of the academic team (teachers and students) stand out. The high artistic performance, the broad sense of commitment, purpose, motivation, interest, mutual respect (student-student / student-teacher) and the opportunity for knowledge’s recognition and dialogue between artists and teachers that its offered by the academy. Strategy of recognition of previous learning (RPL) that turned out to be very significant in the personal, professional, academic and artistic life of the students, bringing in turn benefits to teachers and academic programs. As difficulties that most afflicted the students' academic processes, there is the management of study time, the high information burden in specific musical subjects (harmony, history, analysis, orchestration, others), the crossing of schedules since In Colombia a high percentage of artistic work and life takes place on weekends (times when attendance classes were developed) and the few meeting times. In another way, the PPACC’s difficulties at a general level have to do with the reduced administrative structure for the well execution and coordination of the program as well as the organization of face-to-face sessions at unusual times. Among the weaknesses the lack of flexibility and disarticulation of ICETEX (the entity in charge of managing the scholarship-credits that were granted to a large percentage of students) with the ideological principles of the PPACC stand out, as well as the invisibility and distancing of some teachers, from academicmusical postures of a Central European canon, of the aesthetic and training processes of the country's own music and cultural manifestations. Situations that, although deserves special attention, don’t diminish the value and importance of the PPACC and the impact that it has had in the country, not only from the living and experience of the direct agents involved in the processes, but also in the communities and territories of practice of the graduated artists, places where the benefits of the project are multiplied exponentially.