Collective musical creation: analysis of disruptive pedagogical practices in Higher Education

Abstract

This text focuses on a research project carried out in collaboration with a teaching project that uses collective musical creativity in the initial training of 142 future teachers of Primary Education. The objective of the study is to understand how the students’ learning processes are shaped during their passage through a creative and potentially disruptive musical experience that took place during one semester. For this we used a case study methodology which, through content and discourse analysis of student’s own reports, video recordings of classes and research diaries, allowed us to understand the views of these students from a deeper and more reflective perspective. The main results indicate that using artistic and musical creative elements in Higher Education is innovative and disruptive for students. We found that in this experience most students go from initial states of uncertainty and confusion to states of motivation and engagement. Also, we can see how this type of project fosters creativity in the University through other languages ​​such as music to stimulate and enhance real and meaningful learning in future teachers.