Interest in the study of emotions in education has grown in recent years. Some of our modern challenges, such as constantly adapting to new scenarios or the need for team work have justified the introduction of emotional competence into educational systems, while diverse studies confirm the relationship between music and emotional intelligence, so that the former could be used as a tool to develop the latter. The aim of this work was to examine the evidence for positive effects of music on the emotions of 3- to 12-year-old children, to which end a systematic review was carried out. Two reviewers independently evaluated 424 studies that were identified in MEDLINE, Psycinfo, and CINAHL databases, in order to determine whether they met the stated inclusion criteria. A total of 26 articles were selected for review. The results suggest several beneficial effects of music on children’s development, such as greater emotional intelligence, academic performance, and prosocial skills. It can therefore be concluded that music should be used in school settings, not only as an important subject in itself, but also as an educational tool within other subjects.

Background: Currently, there are few empirical studies that demonstrate the effects of music on specific emotions, especially in the educational context. For this reason, this study was carried out to examine the impact of music to identify affective changes after exposure to three musical stimuli. Methods: The participants were 71 university students engaged in a music education course and none of them were musicians. Changes in the affective state of non-musical student teachers were studied after listening to three pieces of music. An inter-subject repeated measures ANOVA test was carried out using the Positive and Negative Affect Schedule (PANAS) to measure their affective state. Results: The results revealed that: (i) the three musical experiences were beneficial in increasing positive affects and reducing negative affects, with significant differences between the interaction of Music Experiences × Moment (pre-post); (ii) listening to Mahler’s sad fifth symphony reduced more negative affects than the other experimental conditions; (iii) performing the blues had the highest positive effects. Conclusions: These findings provide applied keys aspects for music education and research, as they show empirical evidence on how music can modify specific affects of personal experience.

A lo largo de la historia de la educación se han sucedido diversas revisiones, reformulaciones y cuestionamientos de la misma, en distintos niveles de concreción, que han ido configurando en nuestro imaginario colectivo una idea general de lo que se entiende como educación crítica. En un sentido amplio, pueden incluirse en este proceso tanto las propuestas que emanan del movimiento de la Escuela Nueva como el conjunto de tradiciones que se desarrollan a partir de los postulados de la teoría crítica elaborada por la Escuela de Frankfurt. No obstante, esta proliferación teórica ha generado una dispersión discursiva que dificulta su comprensión y aplicación en los distintos ámbitos educativos. En el marco de la didáctica general, se ha realizado desde la década de 1980 un esfuerzo por sistematizar estos principios y situarlos en contraposición con otras formas complementarias de entender la educación. Esta sistematización se ha realizado principalmente en base a los conceptos de paradigma científico, teoría curricular y modelo didáctico. Sin embargo ha sido criticada por ser excesivamente abstracta y poco operativa en relación con las distintas áreas de conocimiento. Por ello, este trabajo revisa de forma sintética dicha sistematización realizada y formula su aplicación al ámbito concreto de la educación musical. Así, se establecen los parámetros paradigmáticos, curriculares y didácticos que deberían guiar a una educación musical crítica y se plantean ejemplos como el cuestionamiento de la belleza intrínseca del propio objeto musical, la selección del repertorio utilizado o el reconocimiento a las identidades culturales presentes en el aula.

The development of a Spanish musical profile questionnaire, designed to assess both objective aspects of musical engagement and psychological dimensions, represents a significant advancement in the fields of music psychology and music education. Grounded in prior research and created by experts in music education, this instrument offers a comprehensive portrait of musicians by capturing their training, experience, and psychological characteristics. A total of 261 musicians, ranging in age from 16 to 61 years, were recruited through incidental sampling to complete the questionnaire. The final version encompasses both objective indicators of musical dedication and a psychological profile scale. The psychometric evaluation of the scale supported a robust three-factor model comprising “Musical Self-Perception”, “Personal Cost of Music”, and “Existential Contribution of Music”. The 10-item scale demonstrated acceptable internal consistency, along with strong criterion and convergent validity, affirming the instrument’s reliability. The discussion regarding the inclusion or exclusion of items related to theoretical content reflects an evidence-based approach aimed at continuous refinement of the tool. Furthermore, the identification of future directions, including exploration of additional psychological dimensions and potential adaptations for diverse cultural or educational contexts, underscores a forward-looking commitment to the ongoing development and applicability of the questionnaire.

Cooperative learning involves the use of small groups in which students work to enhance their own learning and that of others colleagues, generating a series of positive responses that enrich the educational process. In this research work, the Aronson Puzzle technique has been used to develop in the High School Music classroom the contents related to the Baroque in the second year of ESO from a public institute located in the metropolitan area of Valencia. The benefits that this methodological choice can bring in secondary school have been studied in terms of attention to diversity, meaningful learning, motivation, integration, the promotion of cooperation and work on values. The results show that cooperative learning and the Aronson Puzzle technique meet the educational needs, respect the different learning rhythms and increase the knowledge of the students. El aprendizaje realizado de forma cooperativa implica la utilización de grupos reducidos en los que el alumnado trabaja para potenciar su propio aprendizaje y el de los demás compañeros, generándose una serie de respuestas positivas que enriquecen el proceso educativo. En el presente trabajo de investigación han participado 176 alumnos del segundo curso de la ESO de un instituto público situado en el área metropolitana de Valencia. Se utilizó la técnica del puzle de Aronson para desarrollar en el aula de Música los contenidos referidos al Barroco. Para ello, se implementó una metodología mixta, cualitativa y cuantitativa. Se estudiaron los beneficios que esta elección metodológica aporta en secundaria, referidos a la atención a la diversidad, el aprendizaje significativo, la motivación, la integración, el fomento de la cooperación y el trabajo en valores. Los resultados muestran que el aprendizaje cooperativo y la técnica del puzle de Aronson atienden las necesidades educativas, respetan los diferentes ritmos de aprendizaje y aumentan los conocimientos del alumnado.

La manualidad ha experimentado un notable crecimiento durante las últimas cuatro décadas debido a una nueva concepción de los libros de texto en tanto que objetos que permiten estudiar la cultura escolar. La proliferación de los trabajos ha sido exponencial y se han generado tradiciones de investigación en cada una de las didácticas específicas. En este sentido, este trabajo realiza una lectura bibliográfica de las publicaciones que abordan el análisis de manuales escolares en al campo de la educación musical. En total, se ha accedido a una muestra de 74 artículos.Los resultados muestran que los temas más frecuentes son el estudio de manuales históricos, el efecto que los textos de texto en los estudiantes, la diversidad que, la ideología que transmiten y la presencia de la figura de la mujer en los pueblos.