Staves and Algorithms: Reflections on Technological-Musical Competencies and the Horizons of Higher Music Education in a Post-Digital Era
DOI:
https://doi.org/10.33064/12ais8577Keywords:
techno-musical competencies, higher music education, Post-Digital Pedagogy, Technological Mediation, Artificial IntelligenceAbstract
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.
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