Positive musical experiences in education: music as a social praxis

Abstract

This research explores the possibilities of music education in relation to improved interpersonal and social relationships. The paper focuses mainly on music teachers in primary and secondary schools in Spain. It aims to collect, analyse and provide arguments to defend a musical education that integrates musical diversity and facilitates the acquisition of positive musical experiences. Interviews were carried out with relevant national and international figures in musical education, educational theory or critical thinking. A qualitative approach was taken to evaluate the responses from this purposeful sample. The results highlight the need to foster participatory musical activity. The acquisition of positive musical experiences encourages students to extend their musical lives beyond the classroom by recognising different musical identities and promoting improved coexistence.