The impact of school music education: The experiences of four Catalan citizens

Abstract

This study examines the impact made by music education on a sample of Catalan citizens who studied this subject during their compulsory schooling. A biographical narrative methodology was used to investigate a broad spectrum of the participants’ school musical experiences and to analyze the impact that music education has had on different aspects of their lives. Their perceptions and experiences, collected and expressed through life stories, show a correlation between the theoretical approach to learning music adopted by teachers and its little impact on the participants’ lives. Their stories also bring to light the difficulties involved in identifying and distinguishing the existing impact between both in-school and extracurricular music education but identify emotional impact as the most relevant one overall. Based on the evidence provided, this article aims to contribute to the debate on the role of music education on the school curriculum.

Teacher-Student Interactive Creation Strategies in Music Teaching Assisted by Computer Information Technology

“…In addition, it could also promote the all-around development of students' morality, intelligence, physique, and beauty [13]. Pérez-Moreno and Carrillo (2020) started with the problem of the declining status of music appreciation teaching, focusing on the analysis of students' unsustainability, disinterest, and lack of concentration [14]. Some teachers focus on skill development and ignore the status quo of appreciation teaching.…”

Flipped Learning in the subject «Music» of E.S.O. [Compulsory Secondary Education] within a rural environment: Impact on students and families

“…It helps individuals to achieve holistic learning in general and contributes to better cognitive functioning through study and practice (Caravaglios et al, 2021). For all these reasons, the subject area of music education has already formed part of the curricula of compulsory teaching courses in most western countries for years (Pérez-Moreno & Carrillo, 2020). In the case of Spain, music education and learning became widespread in the compulsory syllabuses of primary and secondary education during the 1990s (Carrillo Aguilera et al, 2017).…”

Changes in Music Curriculum Education in Colleges and Universities Based on Cloud Classroom Assistive Technology

“…Literature [12] suggests an approach to music education dominated by the concept of policy-as-practice by reviewing the policy and practice of music education in the UK over the last 10 years and finding that the provision of music education across the UK as a result of the curriculum reforms is incoherent and incomplete. Literature [13] in an attempt to contribute to the debate about the role of music education in the school curriculum, uses a biographical narrative approach to investigate the participants' wide range of experiences of music in school and to analyze the impact of music education on different aspects of their lives, revealing difficulties in identifying and differentiating between music education in school and outside the classroom. The literature [14] explores and concludes that global mobility projects can enhance students' musical practice and identity in the context of cross-cultural music-making using Cossons' Artistic Practice Network, suggesting that music higher education institutions can reasonably implement such cross-cultural experiences to maximize student learning and success.…”