Oral Tradition as Context for Learning Music From 4E Cognition Compared With Literacy Cultures. Case Studies of Flamenco Guitar Apprenticeship
Amalia Casas-mas, Juan Ignacio Pozo, Ignacio Montero
Frontiers in Psychology April 29, 2022 Peer reviewed DOI: 10.3389/fpsyg.2022.733615 via DOAJ
Summary
In flamenco guitar learning, the body is central to how knowledge is transmitted and acquired, unlike in Western classical or jazz traditions that rely on musical notation. Two advanced flamenco guitar apprentices with contrasting learning styles—one reproductive, one transformative—were studied through video analysis of their posture, gestures, speech, and practice. The findings show that flamenco apprentices integrate verbal, bodily, and musical expression seamlessly, and that music is embedded in their family and social life. Listening, temporary external representations, and multimodal rhythm processing through singing, playing, and dancing replace written notation. The body and gesture reflect the culture of learning itself.
Study at a glance
| Design | qualitative case study with prospective ex post facto design |
|---|---|
| Sample size | 2 |
| Population | advanced flamenco guitar apprentices in a culture of oral tradition |
| Key finding | Flamenco guitar learning relies on embodied, embedded, enactive, and extended cognitive processes, with the body and gesture serving as primary vehicles for transmitting musical knowledge, in contrast to notational cultures. |
Abstract
The awareness of the last 20 years about embodied cognition is directing multidisciplinary attention to the musical domain and impacting psychological research approaches from the 4E (embodied, embedded, enactive, and extended) cognition. Based on previous research regarding musical teaching and learning conceptions of 30 young guitar apprentices of advanced level in three learning cultures: Western classical, jazz, and flamenco of oral tradition, two participants of flamenco with polarised profiles of learning (reproductive and transformative) were selected as instrumental cases for a prospective ex post facto design. Discourse and practice of the two flamenco guitarists were analysed in-depth to describe bodily issues and verbal discourse on the learning practice in their natural contexts. Qualitative analysis is performed on the posture, gestures, verbal discourse, and musical practice of the participants through the System for the Analysis of Music Teaching and Learning Practices (SAPIL). The results are organised attending: (a) the Embodied mind through differential postures and gestures of flamenco participants that showed a fusion among verbal, body language, and musical discourse with respect to the musical literacy cultures; (b) the Embedded mind and a detailed description of circumstances and relationships of the two flamenco participants, and how music is embedded in their way of life, family and social context, and therefore transcends musical activity itself; (c) the Enactive mind, regarding the active processes that make differences between the reproductive and the transformative flamenco apprentices, then tentative relationship are observed in the discourse of each apprentice and the way in which they practice; finally, (d) the Extended mind through the bodily, technical and symbolic tools they use during learning. Flamenco culture of oral tradition made use of listening, and temporary external representations instead of notational, but also the body played a central role in a holistic rhythm processing through multimodality, such as singing, playing, and dancing. Conclusions point out the embodied mind as a result of the culture of learning reflected through the body and the gesture in instrumental learning.