Music education research has shown interest in music therapy for integral development of the person, both in their performance and academic knowledge and in their personality. This project aims to analyze the benefits of music therapy in the comprehensive training of students with disruptive behaviors (n = 6). Tests designed by Gallego, Alonso, Cruz, and Lizama (1999) were conducted to assess emotional intelligence, which showed very low results. A series of activities were designed based on the use of the music videogame Musichao, the curricular content of which was adapted for this pilot experience. Subsequently, the emotional intelligence tests were applied again to determine the effectiveness of the teaching experience. The results indicate that, with the use of this videogame, significant improvements were obtained, both in the development of multiple intelligences and in self-motivation, self-awareness, self-control, and more specifically, in social skills, minimizing behaviors that were classified as inappropriate and/or aggressive, and becoming more skilled in their interactions with the surrounding environment.

Introducción: Se analizan los resultados obtenidos en una propuesta didáctica en la que se emplea la herramienta SUNO AI, capaz de generar música con el fin de que el alumnado ejemplifique formas y géneros musicales dados en el aula. Metodología: Se implementan 3 grupos focales diferentes con el fin de recabar información sobre la implementación metodológica, el aprendizaje del alumnado, su autopercepción sobre el proceso de aprendizaje y su grado de satisfacción con la actividad. Resultados: El alumnado muestra un grado de satisfacción alto ante la introducción de herramientas basadas en la IA que suplen sus bajas capacidades lectoescritoras y que le permiten alcanzar un grado de satisfacción alto, al tiempo que establece entornos de interacción intragrupales y sus perspectivas sobre el propio aprendizaje. Discusión: El alumnado obtiene unos resultados satisfactorios, similares a otras investigaciones ya existentes, pero se muestran comportamientos divergentes a otros expuestos. Conclusiones: El alumnado es capaz de utilizar herramientas basadas en IA, pero es necesario un contexto que le permita conocer su aplicación en otros ámbitos de su vida diaria para mantener una autopercepción apropiada sobre sus capacidades.

In the last few years, the introduction and use of Information and Communication Technology (onwards ICT) in the classroom has been gradually increased, especially in Science, Technology, Engineering, and Mathematics (onwards STEM) areas. However, the use of ICT technology within the music classroom seems to have stalled in most cases, being relegated to making sound recordings and listening to music fragments. Thanks to the rise of the Maker movement, more and more teachers are interested in introducing new types of ICT in the classroom. In our case, we will show how we developed “The Musical Stairs” to teach the musical concept of pitch, through the creation of a project based in Arduino.

This article analyses the relevance of Audacity as a creation tool of learning materials for both teachers and students, since it has multiple functions and provides numerous advantages, despite its simple use. To that purpose, thanks to the creation of an specific content analysis tool based in 8 items, an study of soundscapes created by the students of the MOOC Música para el Siglo XXI is carried out with the purpose of categorize their educative aims as well as distinguish and characterize each soundscape according with the origin of their sound source in relation with the classification proposed from Schafer (1993). Thanks to the latter analysis we know that the didactic applications are within those previously catalogued, where the use of soundscapes both to elaborate musical resources as well as to create sound representations through constructions carried out by the students make a clean sweep of almost all of the 55 analyzed compositions. The study concludes with the idea that this tool gives support to multiple areas of knowledge and that its capabilities as a multitasking tool provide a wide range of perspectives applicable within areas such as pedagogy or specific didactic fields.