The impact of the key competences on Music Education of Spain.

Author(s):

Rolando Angel-Alvarado(presenting / submitting)Olga Belletich Miguel R. Wilhelmi

Conference:

ECER 2016

Network:

Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Poster

Session Information

ERG SES E 01, PechaKucha Poster Session

Poster Session

Time:

2016-08-22

15:30-17:00

Room:

OB-E1.17 (ALE 1)

Chair:

Janinka Greenwood

Contribution

In Spain, Music Education is becoming non-compulsory in Primary Education with the passing of the Ley Orgánica para la Mejora de la Calidad Educativa [LOMCE] (Organic Law for the Improvement of Education Quality), which transfers curricular decision making to the Autonomous Communities. This study objectives to establish the extent to which the stipulations of the LOMCE are being adhered to in the different Autonomous Communities with regard to Music Education, and to explain the problem of the fragmentation of the curriculum into the efficiency-oriented and humanist approaches to education.

Method

This qualitative research is carried out based on the sociocritical paradigm of critical pedagogy, following the four step model of didactic engineering: preliminary studies, a priori analysis, experimentation and a posteriori analysis. Only the results of the first phase are reported in this paper, taking into account the relevant policies, the role Music Education plays in society, and how it is affected by political, economical and other social variables. Various educational, political and social documents are analysed, providing an insight into the actions of the state and the Autonomous Communities with regard to the subject of education. These are: The Spanish Constitution, LOMCE, and official journals published by the Department of Education of each of the Autonomous Communities.

Expected Outcomes

The results show that the Autonomous Communities are striving to impart the subject beyond what is specified by the LOMCE, and that there is a de facto educational intent to include the subject laterally and as compulsory in Primary Education, with the justification being based on the international key competences. The conclusion is that there is a divergence of the curriculum away from the stipulations of the LOMCE, but that the different methods and approaches adopted by the Autonomous Communities unintentionally constitute a basic agreement.

References

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Author Information

Rolando Angel-Alvarado (presenting / submitting)

Universidad Pública de Navarra

Psicología y Pedagogía

Pamplona

Olga Belletich

Universidad Pública de Navarra, Spain

Miguel R. Wilhelmi