This work presents the results of research carried out within the scope of the
Postgraduate Program in Creativity and Innovation in Higher Education Methodologies
at the Federal University of Pará (UFPA) aimed at the development and evaluation of an
integration roadmap to enhance the teaching-learning process of Digital Musical
Notation (DMN) for Music teachers in higher education. For this, we activated our
experience as teachers of the Bachelor's Degree in Music at the Carlos Gomes State
Institute (IECG), which was configured as the locus of the research. The resulting
Educational Process (EP) from the research was titled "COUNTERPOINTING", and
consists of a proposed teaching-learning journey made available in digital format, which
systematizes a process of integrating digital and musical skills, based on the
approximation of levels/layers previously defined by frameworks (CARRETERO GOMEZ,
2017; REDECKER, 2018) and musical theories, such as Swanwick's (1994, 1999, 2003,
2014, 2021). The construction of this research took place in six phases. In the first, we
focused on characterizing the locus of our professional activity, from which it was
possible to understand the structure of the IECG, the Bachelor's course, and the role of
the Music Publishing disciplines within this course. The second phase was dedicated to
mapping and analyzing six score editing programs, identifying differences and
similarities between them. The third phase consisted of surveying information about the
ownership and use of technologies among IECG students, reaching a sample of 30% of
the student body of the institution. The fourth phase was for conceptualizing and
discussing the premises of what we understand as DMN. In the fifth phase, we evaluated
the content of the first version of the Educational Process (EP). The suggestions,
recommendations, and comments received from the four evaluators allowed significant
improvements to the EP, as well as a better understanding of the relevance of its
proposition. The sixth and final phase, therefore, was dedicated to the conception and
development of the final version of the EP, involving a design professional and text
review. Among the results and contributions of this research, we highlight that the
construction of the roadmap will enable teachers to expand the knowledge of their
musician students, assisting in the study of other subjects and enhancing learning
autonomy through technology. We believe that the development of this EP already
benefits both the IECG community and any other teacher who is interested in promoting
the development of Digital Musical Notation.
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