Listening to Students through their Musical Preferences: Dialogical Gatherings, an opportunity for Critical Music Education

Authors

DOI:

https://doi.org/10.7203/LEEME.0.27382

Keywords:

Music Appreciation, Teacher Collaboration, Qualitative Research, Focus Groups.

Abstract

This paper investigates the impact of the introduction in Primary and Secondary Education of a musical repertoire based on the musical preferences of the students. Starting from a socio-critical position and through an interpretative methodological process by means of a multi-case study, the aim is to analyse how the implementation of dialogical music gatherings affects classroom dynamics and whether this didactic strategy can facilitate a change towards a critical music education. Six cases are studied in six schools, both primary and secondary. The information was obtained from focus groups with students and researchers, research diaries, playlists and conversations held on a social network. After analysing the data, the focus is on a) what the students listen to and how this shapes their identity; b) the topics discussed after listening; c) the educational changes after the implementation of the tertulias and their strengths; and d) the difficulties encountered. This study is in line with some of the findings of previous research and can help teachers and researchers to open up more democratic, open, committed, reflective and critical educational-musical scenarios.

Author Biographies

Javier Olvera-Fernández, Universidad de Granada.

Departamento de Didáctica de la Expresión Musical, Plástica y Corporal. Doctorando.

Almudena Ocaña-Fernández, Universidad de Granada.

Departamento de Didáctica de la Expresión Musical, Plástica y Corporal. Profesora Titular de Universidad.

Ramón Montes-Rodríguez, Universidad de Granada.

Departamento de Didáctica de la Expresión Musical, Plástica y Corporal. Profesor Ayudante Doctor.

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Published

2023-12-04

Issue

NÚM. 52 (2023): REVISTA ELECTRÓNICA DE LEEME

Section

Monográfico

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