Resumo em Espanhol:

RESUMEN Aunque la música también es un proceso comunicativo, las teorías y conceptos sobre la comunicación musical son escasos. Aunque los músicos y los oyentes experimentan el intercambio de significados a través de la música, las herramientas para analizar este proceso comunicativo son limitadas. Este trabajo presenta estudios que exploran esta relación, especialmente aquellos que proponen modelos visuales para diagramar los flujos de interacción en el fenómeno musical. Se revisaron 138 textos en las bases de datos EBSCO, Web of Science, Scopus y JSTOR. Los resultados muestran que la comunicación musical está emergiendo como un campo en el que la conexión entre la música y la comunicación se hace consciente, se analiza y se transforma en un objeto de estudio específico.

Resumo em Inglês:

ABSTRACT Although the musical phenomenon is also a communicative process, theories, reflections, and concepts about musical communication are scarce. While those of us who create or consume music understand the exchange of messages, meanings, and senses experienced through it, the tools for analyzing this process from a communication perspective are limited in the literature. This study aims to highlight some works that have attempted to clarify this relationship, specifically those proposing models understood as visual constructions that seek to diagram the interaction flows among the components of the musical phenomenon. To this end, documents from databases such as EBSCO, Web of Science, Scopus, and JSTOR were reviewed, identifying and prioritizing the 138 texts analyzed in this research. The results indicate that musical communication is beginning to emerge as a field where the link between music and communication is increasingly recognized, analyzed, and established as a specific object of study.

Resumo em Português:

Resumo: O presente trabalho de investigação, baseado na análise de um conjunto de documentos orais e escritos relacionados com o piano no contexto das instituições de ensino superior em Portugal, procura promover a compreensão, a documentação e a disseminação de contextos, tendências e práticas contemporâneas associadas à pedagogia do Instrumento. Os resultados baseiam-se em entrevistas realizadas com 14 professores que lecionam ou lecionaram em instituições como as Universidades de Aveiro, Minho e Évora, e os Institutos Politécnicos do Porto, Castelo Branco e Lisboa. A análise de conteúdo seguiu o modelo de Bardin (2016), permitindo a identificação de padrões e mudanças de paradigmas nas práticas de ensino/performance ao longo do tempo. Entre as temáticas estão os currículos, as práticas pedagógicas, a democratização do ensino do piano, a validação social da profissão, e, por fim, a investigação científica na vida dos docentes de piano. Tais linhas possibilitaram a construção de diálogos interinstitucionais e intercontinentais fornecendo um sólido corpo estrutural sobre procedimentos, ideologias e práticas associadas ao contexto português.

Resumo em Inglês:

Abstract: This research, based on the analysis of a collection of oral and written documents related to the piano within higher education institutions in Portugal, aims to foster the understanding, documentation, and dissemination of contexts, trends, and contemporary practices connected with piano pedagogy. The findings are based on interviews conducted with 14 teachers who currently teach or have taught at institutions such as the Universities of Aveiro, Minho and Évora, and the Polytechnic Institutes of Porto, Castelo Branco, and Lisbon. Content analysis followed Bardin's model (2016), enabling the identification of patterns and paradigm shifts in teaching/performance practices over time. Recurring topics include curricular plans, pedagogical practices, democratisation of piano education, social recognition of piano teachers, the role of the 'stage', and the integration of scientific research into professional's daily lives. The results facilitated the construction of interinstitutional and intercontinental dialogues on piano education, providing a robust structural framework on procedures, ideologies, and practices in the Portuguese context.

Resumo em Português:

RESUMO O presente artigo tem como objetivo analisar o impacto da diplomacia cultural no desenvolvimento da pedagogia musical no contexto das tradições educativas europeias e ucranianas, com ênfase no seu papel nas abordagens modernas do ensino da música. Neste sentido, é feita uma retrospectiva histórica do papel da música na formação da identidade nacional e da imagem internacional da Ucrânia. Além disso, revela-se a ligação da pedagogia musical ucraniana com as tradições folclóricas e o património cultural nacional. Ademais, são identificados os desafios atuais da educação musical na Ucrânia no contexto da globalização e da integração europeia. Os autores realçam a necessidade de preservar as características nacionais da pedagogia musical ucraniana, integrando as melhores práticas europeias para garantir um elevado nível de formação dos futuros músicos e professores. Por fim, esta investigação sublinha o papel da diplomacia cultural na compreensão e inclusão intercultural.

Resumo em Inglês:

ABSTRACT The article is aimed to consider the impact of cultural diplomacy on the development of music pedagogy in the context of European and Ukrainian educational traditions, with an emphasis on its role in modern approaches to music teaching. In this connection, the historical retrospective of the role of music in the formation of national identity and international image of Ukraine is analysed. Furthermore, the connection of the Ukrainian musical pedagogy with folklore traditions and national cultural heritage is revealed. Furthermore, the current challenges of music education in Ukraine in the context of globalization and European integration are determined. The authors underline the need to preserve the national characteristics of Ukrainian musical pedagogy, while integrating the best European practices to ensure a high level of training of future musicians and teachers. Finally, this research highlights the role of cultural diplomacy in intercultural understanding and inclusion.

Resumo em Espanhol:

RESUMEN Este estudio, enmarcado en la teoría de las inteligencias múltiples de Gardner, aborda la escasa aplicación pedagógica de la inteligencia musical mediante una tipología funcional que conecta teoría y práctica educativa y compositiva. A través de una metodología cualitativa teórico-analítica y exploratoria, se revisó literatura en bases de datos indexadas y se integró experiencia docente en composición. El análisis de contenido permitió identificar cinco subdimensiones de la inteligencia musical —melódica, armónica, rítmica, tímbrica y morfológica— que describen modos específicos de organización del lenguaje musical y orientan estrategias didácticas adaptadas a distintos perfiles de aprendizaje. Sustentado en fuentes neurocientíficas, psicológicas y pedagógicas contemporáneas, el modelo propuesto ofrece un marco funcional para comprender la inteligencia musical y apoyar la enseñanza, la evaluación y la creación. Aunque aporta herramientas conceptuales útiles, requiere validación empírica.

Resumo em Inglês:

ABSTRACT This study, framed within Gardner's theory of multiple intelligences, addresses the limited pedagogical application of musical intelligence through a functional typology that connects educational and compositional theory and practice. Using a qualitative, theoretical-analytical, and exploratory methodology, literature was reviewed in indexed databases, and teaching experience in composition was integrated. Content analysis identified five subdimensions of musical intelligence—melodic, harmonic, rhythmic, timbral, and morphological—that describe specific modes of organizing musical language and guide teaching strategies adapted to different learning profiles. Based on contemporary neuroscientific, psychological, and pedagogical sources, the proposed model offers a functional framework for understanding musical intelligence and supporting teaching, assessment, and creation. While it provides useful conceptual tools, it requires empirical validation.

Resumo em Espanhol:

RESUMEN La ansiedad escénica constituye una problemática prevalente entre estudiantes de conservatorios profesionales de música, afectando significativamente su rendimiento y bienestar emocional. El presente estudio analiza el impacto de técnicas musicoterapéuticas en el bienestar emocional, calidad de vida y ansiedad de 39 alumnos de un Conservatorio Profesional de Música mediante un diseño cuasi experimental. Los participantes se distribuyeron en grupo experimental (19 estudiantes) que recibió intervención musicoterapéutica y grupo control (20 estudiantes). Se aplicaron las escalas STAI (ansiedad estado-rasgo), EBS20 (bienestar subjetivo), KMPAI-E (ansiedad escénica musical) y EVA (percepción subjetiva post-audición) antes y después de la intervención. Los resultados revelaron diferencias estadísticamente significativas en la subescala de memoria del KMPAI-E (p=0.046) y un efecto de interacción significativo en la escala EVA (p=0.005), indicando mejoras en la percepción subjetiva postaudición en el grupo experimental. No se observaron cambios significativos en las escalas de ansiedad estado-rasgo (STAI) ni en el bienestar subjetivo (EBS20) tras la intervención. La musicoterapia demostró ser una herramienta eficaz complementaria para la mejora del bienestar en estudiantes de música.

Resumo em Inglês:

ABSTRACT Performance anxiety is a prevalent problem among students at professional music conservatories, significantly affecting their performance and emotional well-being. This study analyses the impact of music therapy techniques on the emotional well-being, quality of life and anxiety of 39 students at a Professional Music Conservatory using a quasi-experimental design. Participants were divided into an experimental group (19 students) that received music therapy intervention and a control group (20 students). The STAI (state-trait anxiety), EBS20 (subjective well-being), KMPAI-E (musical performance anxiety) and EVA (subjective post-listening perception) scales were applied before and after the intervention. The results revealed statistically significant differences in the KMPAI-E memory subscale (p=0.046) and a significant interaction effect on the EVA scale (p=0.005), indicating improvements in subjective post-listening perception in the experimental group. No significant changes were observed in the State-Trait Anxiety Inventory (STAI) or in subjective well-being (EBS20) following the intervention. Music therapy proved to be an effective complementary tool for improving well-being in music students.