MUSICAL INTERPRETATION IN SCHOOL CHORAL SINGING: STRATEGIES FOR THE MUSIC TEACHER BASED ON CALZADILLA NÚÑEZ’S METHODOLOGY

Abstract

This article explores the possibility of applying the interpretative constants proposed by Calzadilla Núñez for operatic solo singing to the context of school choral music. Based on seven constants that establish a direct relationship between the meaning of the text and the musical elements of the work, a pedagogical perspective is proposed that complements the approaches traditionally addressed in choral conducting. The premise is that, during the process of musical learning in school, students develop their musical sense more effectively when they understand how sound and text are interrelated. These constants offer music teachers a way to build a more coherent sound image aligned with the composer’s intentions, moving beyond intuitive or merely grammatical interpretations of the score. The article presents examples from professional, vocational, and school choral repertoire to show how each constant can be identified and applied, except for the mordent, which is rarely found in school-level works. This proposal seeks to expand the pedagogical perspective of choral rehearsals by reinforcing the connection between music theory, vocal practice, and textual comprehension. It concludes that Calzadilla Núñez’s constants provide a valuable framework for choral interpretation, offering educators and conductors specific tools to enhance expressive learning in school choirs through a more integrated and meaningful approach.