Positive musical experiences in education: music as a social praxis

Abstract

10This research explores the possibilities of music education in relation to improved interpersonal and social relationships. The paper focuses mainly on music teachers in primary and secondary schools in Spain. It aims to collect, analyse and provide arguments to defend a musical education that integrates musical diversity and facilitates the acquisition of positive musical experiences. Interviews 15 were carried out with relevant national and international figures in musical education, educational theory or critical thinking. A qualitative approach was taken to evaluate the responses from this purposeful sample. The results highlight the need to foster participatory musical activity. The acquisition of positive musical experiences encourages students to extend their musical lives beyond the 20 classroom by recognising different musical identities and promoting improved coexistence.

Pupil voice and attitudes to music during the transition to secondary school

“…Temmerman (1993) highlighted the lasting influence of school music experiences on people's lives and the importance for teachers to engage pupils in practical music activities in order for school music experiences to be perceived in favourable terms. The role of the music teacher as a key figure in the teaching and learning process has also been emphasized by Cabedo-Mas and Dίaz-Gόmez (2013) who argued that participatory musical activity can help pupils experience improved interpersonal and social relationships. The quality of the teacher-pupil relationship during transition and in the first few years of secondary school can influence children's behavioural engagement with school more generally (Benyon, 1985; Ferguson & Fraser, 1998, Midgley, Feldlaufer & Eccles, 1988; Smith, 2006).…”

Uses and Perceptions of Music in Times of COVID-19: A Spanish Population Survey

“…Music may help to consolidate people’s sense of identity, which is built on aspects that include understanding what place music has in people’s lives ( DeNora, 2000 ), how people relate to music ( Green, 2011 ), what the personal and social uses of music are ( Small, 1998 ; MacDonald et al, 2002 ) and how musical preferences are shaped ( Rentfrow et al, 2011 ). The perceived use people make of music ( North et al, 2000 ; Schäfer et al, 2013 ) suggests that it is made and consumed naturally to encourage relationships by enhancing the possibility of sharing and connecting with others ( Kokotsaki and Hallam, 2007 ; Cabedo-Mas and Díaz-Gómez, 2013 ; Schäfer and Eerola, 2020 ), for cognitive or rational intentions of aesthetic enjoyment ( Brattico et al, 2009 ) and also for emotional regulation ( Campayo–Muñoz and Cabedo–Mas, 2017 ). And in all cases, the musical experience can have an impact on wellbeing.…”

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

“…In regard to the impact beyond the discipline itself, Carrillo et al (2017) distinguish three areas of influence: (1) the personal, (2) the intellectual, and (3) the social. In regard to the first area of influence, the personal, an important number of studies focus on topics dealing with the effect of music on the psychological well-being of students (Osborne, McPherson, Faulkner, Davidson, & Barrett, 2016; Rickard et al, 2013), while others focus on the expression and management of emotions (Campbell et al, 2007; Seifried, 2006) and identity formation among those who received ME (Cabedo-Mas & Díaz-Gómez, 2013; Seifried, 2006).…”