Developing Technological Musical Practices for Theatre and Audiovisual Performance Through Twelve Years of Action Research in Arts Education

Over a 12-year period, a set of documents, preliminary listening guides, and diagnostic tools was developed through the Interdisciplinary Method of Musical Literacy, Education and Artistic Awareness (MILMESA) and implemented with 256 students in initial arts/artistic education training. Using an action-research approach with a self-evaluative, cyclical, emancipatory, and critical framework, the process generated iterative data that informed annual developments in artistic–musical perspectives and experiences, culminating in final public presentation projects. The work focused on an interarts scope, specifically music applied to scenic contexts (theatrical and audiovisual). Results indicated clear improvements in artistic practice and conceptual preparation, evidenced in the design and delivery of 12 public projects (performances, shows, and pedagogical–scientific events). These outputs were aligned with Proximal Expressive Didactics (DEP), emphasizing a protective collaborative regime, and were presented within festivals, congresses, symposiums, and interdisciplinary thematic forums of regional, national, and international relevance.