En este artículo, se presenta un estudio de caso que pretende analizar el impacto de la implantación de un proyecto de Aprendizaje-Servicio en la materia de ‘Música en la Educación Primaria’ en la formación de los futuros docentes de Educación Primaria en la Universidad de Santiago de Compostela. Este proyecto abarcó el diseño, impartición y evaluación de talleres de iniciación musical en locales socioculturales del contexto rural para niños y niñas de edades comprendidas entre los seis y los doce años. Los futuros graduados pudieron desarrollar competencias propias del título que estaban cursando, así como conocer otros ámbitos de desarrollo profesional diferentes de la educación reglada.

With the intention of providing a starting point to reflect on both aspects in which the subject Teaching Innovation and Introduction to Educational Research in Arts of the master's degree in Teaching in Secondary School breaks up and merges, we created a situation, understood as a learning environment, that seeks to show us how we react before a situation different from the expected one. For this reason, we played with the idea of a classroom in construction, something that still has to be finished off. We created confusion and surprise, but slowly a discussion started. And from the reflections raised, the exchange of opinions and relating the assignment to other subjects of the master's degree, in particular with Learning and Teaching of Art, we began to go more deeply into the meaning of various concepts related to teaching and research by means of projects carried out in groups and from different approaches. The purpose was to offer a space to experience through action, to get to know our previous ideas and how to approach the different research paradigms.

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This paper aims to explore Spanish curriculum policy related to song in early childhood education. By means of a document analysis, the different state governments' guidelines were reviewed. Song and singing songs are included in the official documents as curriculum content, as a pedagogical tool to approach curriculum content, and as an activity that helps promote personal and social development. In the first case, song is associated with the interpretative, aesthetic or artistic values to be enhanced in the early childhood; in the second case, singing songs is identified as a means to approach foreign language learning and as a way to gain a better understanding of culture; and lastly, as an activity that can help strengthen group cohesion, interpersonal relationships and the sense of belonging to a community. The present study findings suggest that song is taken into account as a valuable educational means in early childhood curriculum. Further study is needed to analyse how singing is approached in teacher education and how it is integrated into teachers' daily practices.

This case study reviews the impact of the design and implementation of Arts projects in secondary teacher training that aim to introduce a gender perspective.Students work as an artistic group where each individual contributes from his/her field of knowledge. The teachers of the course propose an initial challenge and provide a follow-up during all the process offering assistance and documentation when required. The research allowed us to know the degree of acceptance and future use of project-based learning in the professional activities of our students.Personal commitment with projects can be enhanced by experiencing projects directly during course study.