Transversal Competences in Primary Education

A Proposal from Music with a Gender Perspective

Abstract

This paper analyses an interdisciplinary and transversal educational intervention focused on the gender perspective that was implemented in a public school with 12-year-old students. The aim was to analyse whether music - which became the driving force of the project - could promote the development of transversal competences from different areas of the curriculum. Over a period of 4 months, 48 students carried out a research project on forgotten women composers and produced various artistic products. The data for this research was collected through non-participant observation, photographs, audio and interviews conducted with both the teachers involved in the project and the students. A qualitative approach was used to analyse the data, using inductive methods to group and categorise the data. The voices of the students and teachers reveal that the artistic project implemented served to develop creativity, social skills, responsibility and self-confidence among the students, while at the same time fostering a critical and highly contentious attitude towards the injustices committed against women composers. The results show that the implementation of interdisciplinary and transversal methodologies centred on music promotes significant learning among students.