No abstract

El objetivo de este estudio consistió en analizar las diferencias asociadas al género, la edad y el grupo instrumental en el alumnado de conservatorio en las múltiples dimensiones del autoconcepto, las  atribuciones causales, y la ansiedad-rasgo. Las variables se midieron a través del Cuestionario de Autoconcepto Musical (CAMU), el Cuestionario Multidimensional de Autoconcepto (AUDIM), la escala basada en el modelo bidimensional de Weiner (1974) sobre atribuciones causales y la Escala de Ansiedad Estado/Rasgo (STAI). La muestra del estudio la formaban 1126 alumnos/as de conservatorios profesionales y superiores de diferentes comunidades autónomas españolas. El procedimiento seguido fue un contraste de medias independientes, empleando la prueba T para muestras independientes al comparar dos categorías y el análisis de varianza factorial (ANOVA) cuando las categorías eran más de dos. Los resultados de los análisis mostraron diferencias significativas en la mayoría de las variables tanto entre los grupos de edad como entre los grupos instrumentales, y una mayor vulnerabilidad en el género femenino. Los datos aportados por el estudio amplían el conocimiento sobre los estudiantes de Conservatorio, ayudan a comprender mejor cómo se perciben, y subrayan la importancia de la formación y desarrollo profesional del profesorado de conservatorio en España. 

No abstract

Students on the undergraduate degree in Primary Education in Spain took part in this inter-university experience within the subject of Didactics of Musical Expression.Eleven teachers and 307 students from four Spanish universities were involved in the experience, which took place in the academic year 2012-2013. The four universities were the University of the Basque Country, the University of Cantabria, University Jaume I of Castellon and the University of the Balearic Islands. The aim of the experience was to discover the traditional culture in various Spanish regions through an interdisciplinary and creative project. Based on cooperative methodology, each class in the four universities was divided into work groups of five to seven students.Technologies played an essential role in developing and coordinating the experience, as the students were able to interact and learn about the work being carried out in the other universities through virtual platforms and networks. The results of the evaluation process undertaken with the students and teachers showed that the experience had helped them to acquire basic competencies and knowledge about intangible cultural 2 heritage and that it was a source of exchange and enrichment for both students and teachers.

The purpose of this article was to identify the interactions between students' cultural background and the conditions of teaching and learning at the University of the Basque Country. A group of second-and third-year students was selected because of their special involvement in musical activities, i.e., singing in a choir, singing and playing traditional and pop music. The students experienced these musical activities in current contexts of cultural diversity. For example, they used them for integration in their own cultural contexts, and also in their practical teacher training in schools. The results suggested that an intercultural perspective could have a positive impact on improving the quality of music education. In addition, this was an important area where students and teachers needed training.