In the current Spanish sociocultural context, adolescents face the challenge of shaping their values, beliefs and attitudes that will allow them to confront adulthood without the encumbrance of the stereotypes of this age. It is also important to consider the musical preferences of adolescents, because musical styles are connected with ideology, appearance, dressing style and actions as particular stereotypes (MacDonald, Hargreaves, and Miell, 2017). This scenario must be considered as the starting point of this study in order to define the relation between music, the individual, and society (Rentfrow and Gosling, 2007; Reeves, Gilbert, and Holman, 2015).

According to Kurtz-Costes, Copping, Rowley and Kinlaw (2014), stereotypes might be defined as knowledge shared between particular social groups, reflecting or not the characteristics of those mentioned social groups. As an individual develops, these stereotypes can increase, considering experiences in different social situations, where adults support such beliefs in a conscious or unconscious way. Focusing on stereotypes during adolescence, a young person can afford certain physical and psychic changes; while at the same time pursue the interest of gathering with people sharing particular characteristics, such as the same concept of image, fashion, and pop culture. That is to say, the beginning of a self-identification with specific external signs such as a way of dressing, hair cut, or music preferences.

An example one might consider as a model of how stereotypes can be generated is Reggaeton. It is an example of a mass musical style from the nineteen nineties from Latin America to The United States and Europe. Besides its clear influences of Reggae, Rap, Salsa, Merengue, Pop and Electronic music, it maintains a distinct sexist and violent character (Ceballos, 2010).  It emerges, among other styles, from the dominant forms of the patriarchal system. It leaves women in a position of inequality and has the ability to reinforce negative stereotypes (De Toro, 2011).

Based on these ideas, this project aims to study the role of music during adolescence, and analyse the influence of musical preferences in the creation and consolidation of stereotypes. We should understand the questions and future challenges emerging from education as a way to improve tolerance, respect and equality. Innovative proposals will be implemented in the music classroom fostering social coexistence.

Musical preferences and stereotypes were analysed through a survey study, with a questionnaire elaborated ad hoc for secondary education students and adapted from Herrera, Cremades, & Lorenzo (2010). This questionnaire was answered by 1020 young people from Moratalaz district Secondary Schools. The second phase, after the analysis of data emerged from the questionnaires, was an educational program focusing on the Urban Popular Music composition. Styles emerged from the questionnaires considering the gender preferences (Pop or Heavy Metal). Data gathered from the different video recorded lessons were triangulated with the interviews (5) and Focus groups (7). Video was used as a data gathering instrument, allowing us to develop a differentiated multisensory analysis from different perspectives (Harris, 2016, p.10). Different video cameras were used with the aim of gathering the (1) participant observation, (2) non participant observation and (3) student perspective. There were 4 bands participating (3 existing and 1 new). Each band worked in a differentiated space in the creation of a song in the style chosen according to their preferences. There were recognized invited artist guiding the creative process and audio-visual professionals recording the process.

The results show us how Popular music in the workshop promotes creativity, motivation and positive emotions, between others; particularly from the perspective of equality, tolerance from which the participants identified themselves. Pop, Rap and Reggaeton were the most listened to styles, corroborating similar studies developed in the EEUU such as Filmer-Sankey, et al. (2005), which pointed out Pop, Rap and Rhythm and Blues. These styles are preferred in the creation of their own music (Lage & Creamades, 2017). Depending on the genre, women preferred Pop, Flamenco, Dance, Dembow, Etnic, Salsa, Bachata and Reagueton. It shows us an interest for music tendencies (Lorenzo, Herrera, & Cremades, 2011). Boys preferred Heavy, Techno and Jazz. Pop and Heavy were the styles worked at the workshop. Regarding the sociocultural stereotypes, we confirmed a link between the evolutionary stage they are immersed in, with their personality, behaviour, values, generation, in relation with their peers. However, they pointed out the little importance of gender with those aspects. This work has attempted to show that the preferences young people of the district demonstrate are a medium to develop gender equality and tolerance through their own music.

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