El presente estudio trata de conocer la metodología empleada en torno a este instrumento en los Conservatorios Elementales y Profesionales del país. La recogida de información se ha realizado a través de un cuestionario en el que han participado 47 profesores de 43 conservatorios de todas las comunidades autónomas salvo Melilla, comunidad en la que no existe profesor de esta especialidad. El resultado nos muestra la heterogeneidad de la metodología utilizada por el profesorado del instrumento, quien adapta la programación a sus circunstancias locales y al alumnado que tiene. Asimismo, destaca la inquietud del profesorado por dar más visibilidad al instrumento más grande de la familia de la cuerda, pues en multitud de casos no disponen del material necesario para impartir estas enseñanzas.

Offering access to culture and education to all citizens is a challenge nowadays, inclusive and accessible spaces are increasingly necessary if we really want to offer equal opportunities to all people regardless of their condition, physical or health. This systematic review study aims to investigate the situation of accessibility in museums and other cultural spaces as alternative learning spaces. It analyzes the historical evolution of cultural spaces as learning spaces and analyzes the reality of these spaces in terms of their accessibility conditions. For this purpose, an exhaustive search of documents was carried out between 2015 and 2021, following the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) statement, from the Web of Science (WOS), Scopus and Dialnet databases. After the analysis and application of selection criteria, a total of 17 documents were found that show the transformation of these cultural spaces, the improvement of their accessibility and adaptation to the new times. The need to offer cultural spaces for all is a challenge that must be consolidated as a social value.

This study aims to analyze the effects of open innovation on the figure of the Information and Communication Technologies Coordinator (ICTC) in the Higher Conservatories of Music (HCM) and Authorized Centers of Spain (ACSs). In some regions, the HCMs are regulated by the regulations applied to secondary education and that is why the figure of the CICT exists. In others, this figure does not exist and is not regulated by the administration. In the ACSs, because they are private centers, they do not exist either, although they do have persons in charge of these functions. In order to respond to the objective of this study, a tour has been made to the existing regulations, analyzing the endowment that the centers have in addition to applying a questionnaire to 27 CICT of 35 HCMs and ACSs of Spain. The results obtained reveal the lack of knowledge of this figure and the innovation it represents in its field, information on the functions and tasks of the ICTC is scarce, as is the degree of knowledge of the competencies of the latter. There is a clear need for the CICT to exist in all schools and to be regulated under a common competence framework that allows schools to progress in the same way.

This study aims to analyze the reality of inclusive classrooms by studying music and dance schools (MDS) in the autonomous community of the Canary Islands. Teachers' growing interest in offering an adequate response to diversity in today's schools should be stimulated by providing training spaces and new methodological tools. The development of this training requires a significant revision to the curriculum. A review of applicable regulations was carried out to meet the study's objective, analyzing the proposed dimensions and completing a bibliographic review in sources of scientific interest. A series of interviews included 12 teachers from eight MDS of the five Canary Islands with official MDS. The results revealed a disparate situation. It is a challenge to develop an inclusive teaching-learning process in all its facets. Therefore, it is necessary to outline an important change in the current system, including a series of proposals to be developed in the future.

One might think that the elementary teachings of an instrument should follow uniform planning patterns. The present study shows discrepancies between the models developed by different Spanish conservatories, mainly attributable to the guidelines established by each autonomous community concerning the order of the curriculum markedly influenced by each community’s circumstances. This article analyzes and compares first-year didactic programs in the elementary music teachings of 40 Spanish conservatories within the cello specialty. This work shows significant heterogeneity in planning, marked mainly by the variety of content in planning. The lack of unified criteria and standards for teaching planning is evident in teachers’ freedom to establish the contents and evaluation criteria within the framework of regulations in each autonomous community, whose generality prevents the establishment of standard criteria. It is urgent and necessary to design training plans and standard content that consider improved learning practices and strategies to offer quality training based on common standards.