Real-Time Composition: A Critical Pedagogical Proposal for Music Education

Abstract

Music education in Ecuador is predominantly influenced by traditional methods rooted in European approaches, which restrict creative development and the inclusion of local rhythms. To address this issue, the main objective of this essay is to propose “real-time composition” as a pedagogical strategy that fosters active participation, innovative teaching, and an appreciation of the country’s diverse musical heritage. The methodology centered on improvisation, musical dialogue, and collective creation, implemented through a workshop with intermediate-level students at a conservatory. The results indicate increased motivation, enhanced group interaction, and a strengthened cultural identity, in addition to the emergence of new artistic proposals. In conclusion, the study highlights the urgency of reforming music education, identifying real-time composition as a transformative approach that integrates Ecuadorian traditions and stimulates creativity.