Music education for the improvement of coexistence in and beyond the classroom: a study based on the consultation of experts

Abstract

This study examines theoretical principles and models of music education to promote interpersonal and social relations. It focuses on the primary and secondary stages of education in Spain. To this end, relevant national and international figures in education, music or critical thinking were consulted. Their responses to the consultation were treated qualitatively. The results highlight the need to promote participatory activity and to design alternative proposals for music learning that invite the student to gain positive musical experiences. This will help to recognise different musical identities, promote intercultural musical diversity and encourage positive coexistence in and beyond the music classroom.

Keywords:

• music education
• coexistence
• teacher education
• musical practice
• musical identities

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. An entry level is a beginning level that is sufficient to provide musical satisfaction of the kind likely to motivate the desire and intention of developing more advanced techniques that promote increased satisfactions.