Descriptive comparative analysis of the curricular programs of the Artistic Musical Baccalaureate of Ecuador and the Municipal Conservatories of Paris
DOI:
https://doi.org/10.18537/ripa.21.07Keywords:
music education, artistic curriculum, conservatories, artistic high school, musical trainingAbstract
In various educational contexts around the world, music education systems have adopted different curricular models that respond to specific pedagogical, cultural, and institutional conceptions. A descriptive comparative analysis is carried out between the curriculum of the Artistic Complementary Baccalaureate with a specialization in music in Ecuador and the pedagogical regulations of the municipal conservatories of the city of Paris. The research is based on a qualitative methodology grounded in documental analysis of official curricular regulations. The results show significant differences in curricular organization, the duration of studies, pedagogical approaches, and assessment mechanisms. While the Ecuadorian model is integrated within the secondary education system with a technical-professional approach, the French model is structured in progressive training cycles oriented towards the development of autonomous and specialized musical practice. It is concluded that both systems share the goal of developing comprehensive musical skills, although they respond to different educational and cultural contexts.
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