Staves and Algorithms: Reflections on Technological-Musical Competencies and the Horizons of Higher Music Education in a Post-Digital Era

Authors

DOI:

https://doi.org/10.33064/12ais8577

Keywords:

techno-musical competencies, higher music education, Post-Digital Pedagogy, Technological Mediation, Artificial Intelligence

Abstract

This text examines how techno-musical competencies influence contemporary musical practice and the professional training of musicians in the twenty-first century within the university context of the central region of Mexico. Drawing on a critical review of the literature and the author’s own artistic and teaching experience, it adopts a reflective stance to analyze how digital technologies have reshaped processes of performance, composition, and pedagogy, establishing a new paradigm in which technological mediation transforms the very notion of making music. The discussion also addresses the challenges and opportunities faced by some higher education institutions in Mexico in light of the pressing need to integrate digital resources as a transversal axis in music education. Finally, the paper highlights the importance of fostering a critical post-digital pedagogy that balances artistic sensitivity, ethical reflection, and mastery of new technologies applied to music, with the aim of preparing musicians capable of engaging in dialogue with these tools without becoming subordinated to them.

Downloads

Download data is not yet available.

Author Biography

Gustavo Alberto Servín Viveros, Universidad Autónoma de Aguascalientes

Gustavo Servín is a performer, composer, and professor originally from Veracruz, Mexico. He holds a Master’s degree in Teaching, a Bachelor’s degree in Music, and a Diploma in Sound Creation with New Technologies. His guitar and composition training includes studies with renowned mentors such as Carlos Ávila, Pablo Garibay, Oman Kaminsky, Matthew McAllister, Mauro Zanatta, Ana Lara, Marvin Camacho, and Lupino Caballero, among others.

Specializing in the interpretation and creation of contemporary music, he has performed at national and international festivals and forums such as the Contemporary Music Series, Festival Expresiones Contemporáneas, Festival Ramón Noble, International Guitar Meeting of Salamanca, Semana de la Música (UAA), and Festival Aires.

He has been a two-time recipient of the PECDA grant and was awarded as a composer at the Aguascalientes Chamber Music Festival. He collaborates with the Center for Experimentation and Production in Sound Arts, Inter and Transdisciplinary Studies (CEPROASIT) and serves as coordinator of the Festival Expresiones Contemporáneas in Aguascalientes.

His works have been performed by distinguished musicians and ensembles —including the Cuarteto José White, Fractal Guitar Trio, UCR Coral, Dirén Checa, and Daniel Olmos, among others— and featured in several recordings, most notably his album Pozo con Viento.

He is currently a professor and researcher at the Universidad Autónoma de Aguascalientes and is pursuing a Doctorate in Humanities and Arts, where he continues to explore the dialogue between contemporary musical creation, artistic education, and sound technology.

References

Andrade, I. (2013). La música electroacústica mixta: el intérprete y los desafíos de la praxis musical contemporánea. Revista Vórtex, 1(2), 49-64. https://doi.org/10.33871/23179937.2013.1.2.429

Balderas Chacón, D. y Capistrán-Gracia, R. W. (2021). La música post-tonal. Área de oportunidad en la formación del músico académico. La Escalera, (31), 57-80. https://www.ojs.arte.unicen.edu.ar/index.php/laescalera/article/view/1191

Bergström, M. [Mats Bergström – Tema]. (2024, 22 de enero). SubString Bridge for guitar and computer interactions [Video]. YouTube. https://youtu.be/7MAXJmPqTHA

Buchborn, T. y Treß, J. (2023). Acting self-determinedly and critically in a post-digital future? A critical review on digitalisation in music education. Culture, Education, and Future, 1(1), 66–82. https://doi.org/10.70116/298027415

Cádiz, R. F. (2012). Creación musical en la era postdigital. Aisthesis, 52(1), 449–475. http://dx.doi.org/10.4067/S0718-71812012000200023

Capistrán-Gracia, R. W. (2024). La identidad del estudiante de música: El conflicto entre el ideal y la realidad del siglo XXI. Arte, entre paréntesis, (19), 6–15. Universidad Autónoma de Aguascalientes. https://doi.org/10.36797/aep.v2i19.134

Cascone, K. (2000). The aesthetics of failure: “Post-digital” tendencies in contemporary computer music. Computer Music Journal, 24(4), 12-18. https://doi.org/10.1162/014892600559489

Centro de las Artes y la Cultura. (2025). Plan de estudios 2025. Licenciatura en Música. Universidad Autónoma de Aguascalientes. https://www.uaa.mx/descubretucarrera/cac/lic-en-musica/plan.pdf

Clements, A. (2018). A postdigital future for music education: Definitions, implications, and questions. Action, Criticism, and Theory for Music Education, 17(1), 48–80. https://doi.org/10.22176/act17.1.48

Escuela Nacional de Estudios Superiores, UNAM, Unidad Morelia. (2021, 5 de agosto). Programa de asignaturas de la licenciatura en Música y Tecnología Artística. https://www.enesmorelia.unam.mx/programa-de-asignaturas-de-la-licenciatura-en-musica-y-tecnologia-artistica/

Facultad de Música, UNAM. (s. f.). LIMME – Laboratorio de Informática Musical y Música Electroacústica. https://www.fam.unam.mx/areas-de-atencion/limme/

Hernández Prado, A. (2022). El uso de la tecnología en el proceso creativo del compositor Pablo Rubio: dat.rec y Nosferatu. Revista Iberoamericana de Ciencias, Humanidades y Educación Superior (RICSH), 11(22), 1–10. https://doi.org/10.23913/ricsh.v11i22.293

Hugill, A. (2008). The digital musician. Routledge.

IEM – Institute of Electronic Music and Acoustics. (s. f.). Artists in Residence. https://iem.kug.ac.at/kunst/kunst-am-iem/artists-in-residence

Lee, K. J. M., y Pasquier, P. (2025, enero 19). Musical agent systems: MACAT and MACataRT. arXiv preprint arXiv:2502.00023. https://arxiv.org/abs/2502.00023

Lee, K. J. M., Pasquier, P., y Yuri, J. (2025, enero 19). Revival: Collaborative artistic creation through human–AI interactions in musical creativity. arXiv preprint arXiv:2503.15498. https://arxiv.org/abs/2503.15498

Leyshon, A., Webb, P., French, S., y Thrift, N. (2005). On the reproduction of the musical economy after the Internet. Media, Culture & Society, 27(2), 177–209. https://doi.org/10.1177/0163443705050468

Manning, P. (2004). Electronic and Computer Music. Clarendon Press-Oxford.

On the Move. (2024). Curiosibot Lab: Music Residency Programme 2024 (Spain). https://on-the-move.org/news/curiosibot-lab-music-residency-programme-2024-spain

Parmerud, Å. (1999). SubString Bridge. [Partitura musical]. Sitio web del compositor. parmerud.com/substring-bridge.html

Pyxis. (2024). Future Memory Lab: The first generative AI artistic residency in South America. Pyxis – Maison de la culture et de l’exploration numérique. https://pyxis.art/future-memory-lab-en

Serna Poot, D., y Domínguez González, N. (2021). Competencias tecnológicas en la formación profesional del músico. Magotzi. Boletín Científico de Artes del IA, 9(18), 20–29. https://doi.org/10.29057/ia.v9i18.6895

Servín, G. (2025). El azul se marchita en luz. [Partitura musical]. Partitura sin publicar.

Théberge, P. (1997). Any Sound You Can Imagine: Making Music/Consuming Technology. Wesleyan University Press.

Visiones Sonoras [CMMAS]. (2021, 22 de septiembre). 닷렉 (dat-rec) [Video]. YouTube. https://youtu.be/fO2-Q4rZRFU

Waldron, J. (2013). User-generated content, YouTube and participatory culture on the Web: Music learning and teaching in two contrasting online communities. Music Education Research, 15(3), 257–274. https://doi.org/10.1080/14613808.2013.772131

Published

2026-07-30

How to Cite

Servín Viveros, G. A. (2026). Staves and Algorithms: Reflections on Technological-Musical Competencies and the Horizons of Higher Music Education in a Post-Digital Era. Arte, Imagen Y Sonido, 6(12), 165–182. https://doi.org/10.33064/12ais8577

Issue

Section

Academic or creative essay