Representation and Educational Approach of Stage Music in Secondary Education Music Textbooks

Abstract

Stage music, as a natural extension of active and creative pedagogies, has emerged as a growing trend in music education, aligning with approaches that promote experiential learning and the holistic development of students. Various studies have highlighted its numerous educational benefits, emphasizing its capacity to foster creativity, enhance motivation, and generate positive emotional experiences. Additionally, its practice encourages active student participation, the development of social awareness, personal engagement, and the recognition of cultural diversity, key aspects in shaping critical and reflective citizens. Furthermore, the current official curriculum mandates its incorporation into secondary education, thereby acknowledging its pedagogical value. However, research on its representation in educational materials remains limited, particularly in textbooks, which continue to play a crucial role in the teachinglearning process. This study aims to analyze the presence and pedagogical treatment of scenic music in the most widely used textbooks in public secondary schools in Castellón (Valencian Community, Spain). To this end, a content analysis methodology was applied to a sample of 748 activities across eight school textbooks. The results indicate that scenic music accounts for approximately 25% of the musical content, with a predominance of audiovisual media music and a limited presence of musical theatre, zarzuela, and incidental music. Educational approaches primarily focus on receptive listening and theoretical content, while creativity, movement, and interdisciplinary projects receive little attention. The study concludes that, to fully harness its educational potential, stage music should be approached through more dynamic, experiential, and creative methodologies.