Spanish Conservatories of Music are educational institutions where, for the most part, the culture of Modernity is upheld and an aesthetic musical paradigm is enshrined. In this paper, therefore, it was important to reflect, firstly, on the teaching practices they implement and which have remained faithful to Positivist assertions, in the face of the different educational laws that have been passed. To this end, we carried out an analysis of the opinions of 20 students on a university Master’s course which is centred on contemporary artistic practices and where theories sourced from Critical Pedagogy occupy an important space. With the data drawn from these students – all of them Conservatory graduates and a significant number now teachers – we used interpretative phenomenological analysis techniques and the results show this group’s openness towards methodologies and practices hitherto unknown to them. They highlight, moreover, the importance of offering opportunities to awaken a critical approach in students, whereby they can choose what type of teacher they wish to be, and which methodologies they wish to adopt, rather than merely reproducing in an uncritical fashion the teaching style in which they themselves were taught.

西班牙音乐学院是教育机构，在大多数情况下，现代性文化得到维护，审美音乐范式得到尊崇。因此，在本文中，重要的是首先要反思他们实施的教学实践，并且面对已经通过的不同教育法律，这些实践仍然忠实于实证主义的主张。为此，我们对一门以当代艺术实践为中心、批判教育学理论占有重要地位的大学硕士课程的20名学生的意见进行了分析。有了这些学生的数据——他们都是音乐学院的毕业生和相当多的现在的教师——我们使用了解释性的现象学分析技术，结果表明这个群体对他们前所未有的方法和实践持开放态度。此外，他们强调了提供机会唤醒学生批判性方法的重要性，使他们可以选择他们希望成为什么样的老师，以及他们希望采用的方法，而不仅仅是以不加批判的方式复制教学风格在那里他们自己被教导。