The musical repertoire as an element that enables a socio-critical approach in Elementary Education. Study of the taught curriculum in the city of Valencia
Abstract
This study is a first look at a broader field that aims to research the development of a sociocritical thinking by the students in years 5 and 6 of elementary education through the use of a musical repertoire linked to social and educationally relevant contexts. For this purpose, an analysis has been made, in state schools of the city of Valencia, of the most used repertoire and the degree of agreement and implementation of the sociocritical approach by teachers. We sent a questionnaire to n=80 teachers (N=92). The results show a predominance of the classic-romantic, school and folk-traditional music in the classrooms. In addition, it is shown that this selection is conditioned by the teachers’ representations of music. Moreover, most of the teachers agree with the socio-critical approach, but few of them apply it.Downloads
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