The music

Music has always accompanied the human being, since ancient times expressing emotions, feelings and even rituals, becoming a way of conceiving the world. The most significant dimension of music is its functionality within a given social context, this is done by integrating it into a cultural scenario that generates and determines the communicative role that music has in the life of the individual. Although there are many definitions for music, there is no precise statement of what the term means. Imagine two of the most traditional and simple ones for ^{Garcia & Pelayo, (1995}): The art of making sounds pleasing to the ear and the art of rationally and logically connecting a coherent combination of sounds and stillness using the basic principles of melody, harmony and rhythm.

The first one defines the musical phenomenon as something pleasing to the ear, which implies that manifestations that uncomfortably combine sounds cannot be called music. While the second one does not mention whether such a combination should be pleasant or not, but simply emphasizes that for a manifestation of sound to be understood as music, certain elements must be used, especially melody, harmony and rhythm. Both definitions are exclusive and anachronistic in relation to the current musical reality (^{Campos and Restrepo, 2002}).

Main components of music

The form and structure are the organization of ideas of any musical composition, this set of ideas is that can determine the so-called musical form therefore uses important elements to reach this end such as sound as the raw material of musical art, and from here, music uses four main elements that help the composer to make music (Zimmermann, 2005). These elements are: rhythm, melody, counterpoint and harmony:

(a) Rhythm: it is an ordered principle of sounds. It should not be confused with the beat. (^{Ariza & Cuthbert, 2010}). Rhythm has not been invented by man, since it is an element that exists by itself and is present in nature, in the change of the seasons, in the tides, in the flow of blood, in breathing, musical rhythm is the combination of binary and ternary movements (^{Agar, 2003}). b) Melody: it is a succession of sounds with musical sense, ordered by rhythm. Melody and rhythm are like the two sides of the same coin, both being essential for music to exist (^{Chen, 2012}). c) Counterpoint: system of musical composition based on using several (two or more) melodic lines independent of each other, simultaneous, sounding at the same time, and where all sounds have the same importance (^{Naughtin, 2017}). d) Harmony: system of composition that was established in the “17^th century”. It uses several sounds that sound at the same time, but with one being the main one and the rest subordinate to it (Irene, 2016).

Generalities about musical skills

Musical skills are divided into two groups: auditory skills (the melodic elementary tube, the melodic and harmonic ear of music, the absolute ear and the inner ear) and technical skills (^{Borbonet, 1996}). The melodic ear is for sustaining and reproducing a sung melody. The harmonic ear plays a role in chords and all types of polyphonic music.

The ability to recognize and distinguish between different musical styles is essential for developing aural and musical skills. However, this task can be difficult for music students, particularly for non-experts (^{Huovinen & Rautanen, 2020}).

Music software

The increased presence of technology in music education classrooms has coincided to some extent with the increased presence of popular music in musical spaces (^{Wise, Greenwood, & Davis, 2019}) "The use of educational software is of great importance because it is conducive to the development of learning, that is, the use of tasks, structured and guided activities that provide students with a well-defined task, as well as the resources that allow them to perform them" (^{Canales, 2006}, p. 9). For the specific case of music software, students must understand compositional spacing to study comfortably, especially with newly arranged songs and correct visualization of musical connotation (^{Julia et al., 2019}).

The use of music software is not only in academic institutions, more to the contrary it also enters popular music ensemble spaces, despite lack of access to technology and/or faulty hardware (^{Powell, 2019}).

Sibelius Software

It is a score editor, i.e., a complete (computer) program for writing, performing, printing and publishing music scores. It was created by the company Sibelius Software, currently bought by Avid Technology and is designed for all kinds of musicians, from students and teachers to professional composers (^{Siamancas, 2017}).

The process of creating songs with Sibelius is relatively fast, in one month, one can create nine songs that were quite varied in both melody and rhythm (^{Anders & Inden, 2019}). The melodies of the created songs are recorded directly into the computer, and can be evaluated and modified directly according to the creator's wish (^{Julia et al., 2018}). Modeling music theories "from scratch" is a complex task, generic music constraint programming systems have been proposed that predefine the basic components needed to model a variety of music theories (ER, 2016).

Finale Software

It is a complete program for writing, performing, printing and publishing music scores. It was created by the company MakeMusic. It is designed for all kinds of musicians, from students and teachers to professional composers. It is the most important program in a series of sheet music editing programs for Microsoft Windows and Mac OS X. Finale is the most popular music notation program on the international market (^{Siamancas, 2017}).

Virtual instruments today have a wide variety of uses and range from digitizing audio samples of real instruments to recreating new virtual instruments that do not exist (^{Psenicka, 2016}). Virtual instruments help music composers to compose music easier and faster, they also provide composers with new ideas and concepts for traditional music composition (^{Yun & Cha, 2013}).

The use of music controllers has potentially facilitated the introduction of traditional musical instruments in the digital age to students (^{Julia, Iswara, & Supriyadi, 2019}). The task of producing accurate, clear, and readable printed music for orchestral musicians has become much faster and easier with digital technology (^{Naughtin M., 2017}).

There are processors such as Saxon 8.4 XSL that is used to create the final SVG output using the backend stylesheet. Score SVG is set up as a web-based application using the new Java Web Start technology, which allows a Java application to read and write files on a client system (^{Bays & Zhu, 2015}).

Materials and methods.

The research responds to the quasi-experimental design considering the pre-test and post-test groups. According to the purpose it is applied; since applied research contributes with techniques or methods to solve concrete problems, as is the case of the present study (Hernández, Fernandez, & Baptista, 2014).

Techniques and instruments

The research technique used was the survey to obtain information from the pre and post-test groups; likewise, the technique of documentary analysis of books, theses, articles relevant to the research was used. The research instrument was the questionnaire for which the software was previously used in classes, the instrument applied focused on the opinions of the students of the Music Program of the Universidad Nacional del Altiplano de Puno before and after the intervention with the Software Sibelius and Finale, the valuation of data by closed items was considered.

Population

The population is constituted by 275 students of the Music Program of the Universidad Nacional del Altiplano de Puno, taking the following inclusion and exclusion criteria.

a. Inclusion.

b. Exclusion

Sample

For the selection of the sample, we used non-probabilistic sampling because the population is selected under certain criteria of convenience, only a pre-established number of people for 15 students of the Music Program of the Universidad Nacional del Altiplano de Puno.

Data collection

According to Arias (2004), "this point describes the different operations to which the data obtained will be subjected" (p. 99). By virtue of this, the analysis was taken into account; it was carried out to characterize the situations and express the quality of the research findings, considering the answers that cannot be expressed quantitatively and the interpretative analysis; this was carried out according to the variables in order to evaluate the results in a partial way, which facilitated the global understanding of the information, to issue critical judgments and conclusions.

The application of the survey was carried out in several sessions, according to the time available to the research subjects. Care was always taken to ensure that the instrument was applied in an environment where not much tension was detected, in order to avoid a variation in their attitudinal responses. Analyzing the independent variables Musical software is? the dependent variable in teaching-learning.

Once the evaluation data were collected from the research subjects, we proceeded to analyze and interpret the data in a systematization matrix, in a spreadsheet.

Post Test Application Results

According to Table 7 we can observe that after the application of the Sibelius and Finale software the levels of the students' musical abilities have improved significantly since for the dimension: visually recognizes there is a 67% with a good level for the indicator families of instruments of the orchestra and 80% in the indicator’s Electric instruments and Instruments and sound objects of the environment respectively. Cano (2017), stated that it is the ability to conceptualize musical terminology, identifying, understanding, relating and transferring all that declarative knowledge that constitute the materials used by the musical discourse.

Table 8 shows that after the application of the Sibelius and Finale software, the auditory discrimination dimension improved in its three indicators, since in the post-test, the students presented a good level with percentages of 73%, 87% and 73%. Auditory discrimination should be developed gradually, starting with solid localization games, its practice should precede singing, and should be essential in the first years of life, when children, due to their great curiosity, have a greater tendency to learn new things, one of the main characteristics of students (^{Danvila, 2010}).

According to Table 9 in relation to the indicator introduces musical notes in the software, the result is 67% with a good level and 33% with a fair level. Finally, for the indicator performs rhythmic interpretations: pulse, accent, time, as with the other indicators, the level improved from deficient to good by 80%.

Musical interpretation and analysis are two branches of great importance in the conception, creation and development of music. Each of them provides fundamental properties that contribute to the configuration of its vast universe (^{Ainhoa, 2007}).

According to Table 10, the dimension introduces notes in the scores, has two indicators that have been evaluated both in the pre-test and post-test, of which it was observed that in the indicator knows the accesses of introduction of musical notes, achieving the objective because the results improved by 80% to a good level, while for the indicator solfège of musical figures of quarter notes and their silence we observe that there are still 33% of students with a regular level and 67% with a good level. There is a relationship with the results of ^{Chan, Jones, Scanlon and Joiner (2006}), that the use of learning tools facilitates the learning process.

According to Table 11, the results of the dimension: music theory show that, as in the other dimensions, there are excellent results. 67% of the students present good levels in the indicator: identifies musical nomenclatures, 80% recognize the different chords aurally and 87% of the total number of students transcribe chords simultaneously in an adequate manner.

The theory allows to increase the musical resources when composing. There are hundreds of known methods for creating music. Learning these methods can only enrich your vocabulary and tools. Composition is a creative process that draws from one's own experience and that of others (^{Lopez, 2017}).

According to Table 12, the research resulted for the melodic dictation dimension that the application of the Sibelius and Finale software 80% have a good level and identify musical intervals as the indicator transcribes, intonates and identifies as well as 20% have a regular level.

The melodic dictation allows writing a melody with sounds and rhythms. These dictations help the student to correlate what he/she is hearing and what he/she is reading in the score. Transferring the hearing in writing, that is, associating the signs of writing with what is perceived acoustically (^{Pacheco, 2010}).

Discussion

The result of the research is broadly linked to the theory proposed by ^{Herrera (2016}), since the integration of technology in music education is a fact and that students possess more new tools and are more receptive to study by becoming active participants themselves. The learning process is a basic breakdown, both by the use and management of software, as well as by the Internet that can be considered as mandatory references for future teachers regarding music technology and its teaching opportunities (^{Rodriguez, 2012}). Nowadays, it is necessary to automate musical composition through the support of programs and/or software that make the musician's task easier.

^{Velazco, et al. (2020}) The level of retention in musical memory of intoned sequences, according to the application of LenMus software, is significant at an expected level of achievement, since students through this software manage to solfeggio with proper intonation, recognize the intervals of major second and major third and minor fourth just, compared to students who develop the musical language course without the use of any software.

We consider that the Sibelius and Finale software are a very important tool at the moment of editing and reproducing scores, and everything related to musical calligraphy. In addition, these programs facilitate the creation of audiovisual compositions, and the most important thing is that they can be used in a quick and easy way to manage notations and symbols. In turn ^{Siamancas (2017}), the software allowed teachers to innovate their ways of teaching the subject of music through the proper use of music software. That didactic classes using the music software favored the participation and learning of the students who participated in this teacher training process. Likewise, ^{Buenaño (2017}) expresses that information and communication technologies contribute to achieve quality teaching and learning, effectively boost the professional development of teachers. Lenmus, Solfege and Musescore are satisfactorily integrated and adapted to the proposed Methodology and have a significant influence on student performance.