Estrategias didácticas interactivas en el nivel de profesionalización de la música: una experiencia desde la clase de armonía

This paper explores the teaching-learning process of Harmony in the realm of professional music education in Cuenca, Ecuador. The formative processes of this discipline are examined, highlighting the importance of promoting a more dynamic methodology and greater interrelation with other theoretical-practical disciplines at this level, based on complex thinking. The research adopts a qualitative and applied approach. It is implemented through a structured observation guide in the Harmony II class of students of the Bachelor of Musical Arts at the University of Cuenca. The results show a passive posture before learning and an insufficient capacity to establish interrelations with the contents of other theoretical and historical disciplines of music. We propose the combination of the integrative project and problem-based learning as interactive didactic strategies in the teaching-learning processes of functional harmony, with a methodology more focused on musical practice and with an integrative vision. In this way, it contributes to meaningful learning, oriented to the formation of students with relational, contextualized, and innovative thinking, fundamental aspects in the exercise of their profession.