Creación de estrategias metodológicas basadas en fórmulas rítmicas de acompañamiento pianístico. Un enfoque constructivista para la formación artística musical

Abstract

Abstract: This study designs and validates a methodological guide based on rhythmic-pattern formulas for popular-music piano accompaniment as a constructivist learning strategy for upper-secondary students at the Salvador Bustamante Celi Conservatory of Music (Loja, Ecuador). A combined ethnographic and empirical approach was adopted: the classroom micro-culture was explored while teachers and learners interacted with the booklet in real time. The sample comprised eight piano teachers and eight students enrolled in the course Accompaniment for Pianists. Data were gathered through participant observation with a checklist, structured interviews, and expert validation; additionally, a workshop was held to field-test the material. Findings reveal unanimous acceptance of the booklet as a pedagogical tool. (a) Students moved from memorising isolated pieces to mastering the rhythmic logic of genres such as bolero, pasillo, albazo and ballad, creating versatile and inventive accompaniments; (b) Teachers praised the clear basic-to-advanced progression, the practicality of the examples and the alignment with constructivist principles; (c) Checklist records showed improvements in rhythmic stability, musical expression and ensemble integration. The guide enhances collaborative practice, strengthens Ecuadorian musical identity and increases the employability of future accompanist pianists. It is recommended that the proposal be institutionalised within the Accompaniment for Pianists syllabus, that additional local rhythms be incorporated, and that assessment be linked to simulated professional settings.