Proyecto TCIEM: Transformando Espacios Escolares mediante proyectos interdisciplinares para el desarrollo de competencias transversales

Alicia Peñalba Acitores; José Luis Aróstegui Plaza

doi:10.5216/mh.v25.82484

Authors

Alicia Peñalba Acitores Universidad de Valladolid, Valladolid, España alicia.penalba@uva.es https://orcid.org/0000-0002-5725-0639
José Luis Aróstegui Plaza Universidad de Granada, Granada, España arostegu@ugr.es https://orcid.org/0000-0001-5885-9844

DOI:

https://doi.org/10.5216/mh.v25.82484

Keywords:

Transversal competencies, Interdisciplinary, project based learning, music

Abstract

This article analyzes the results of several interdisciplinary projects developed within the framework of the TCIEM research (Transversality, Creativity and Inclusion in School Music Projects). These projects, implemented in different Spanish schools during the 2023/2024 school year, used an interdisciplinary approach using the Project Based Learning (PBL) approach to foster transversal competencies in students. The study examines how these interventions contributed to the development of creativity, entrepreneurship, inclusion and digital competencies. The results show that the evaluated experience improved the teaching work, as well as the motivation and participation of students, in addition to promoting relevant learning. The article highlights the benefits of these projects for social cohesion, especially in educational contexts with cultural diversity, as well as the challenges encountered in their implementation, including family involvement, teacher training and structural constraints. It is concluded that interdisciplinary projects through music for the development of transversal competencies represent a valuable pedagogical strategy to respond to contemporary educational challenges.

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Author Biographies

Alicia Peñalba Acitores, Universidad de Valladolid, Valladolid, España alicia.penalba@uva.es

Professor of Music at the University of Valladolid. Graduate in Musicology, flutist, speech therapist and music therapist. European Doctorate Mention in 2008 with a thesis on the role of corporeality in the musical performance of acoustic and digital instruments. She has enjoyed more than 9 months of research stays in foreign centres (Sheffield University; Rene Descartes-Paris V; InfoMus Lab-Genoa; McGill, Music Technology Group-Montreal). Co-IP of the R+D+I project PID2021-128645OB-I00 on Transversality, Creativity and Inclusion in School Music Projects: An Evaluative Research (TCIEM). She has participated in the R+D+I projects IMPACTMUS (EDU2014-58066-P), on the impact of Music Education and PROFMUS (EDU2017-84782-P), on the training of university teachers in the Knowledge Society and Economy, among others. His lines of research are oriented towards the study of inclusion and social transformation through music, 4E embodied cognitive processes in the musical experience and inclusive musical practices mediated by technology.

José Luis Aróstegui Plaza, Universidad de Granada, Granada, España arostegu@ugr.es

José Luis Aróstegui Plaza is Professor of Didactics of Musical Expression at the University of Granada and head of the SEJ-540 Music Education Research Group. He has directed numerous R&D research projects focused on curriculum development, teacher training and curricular policies of educational reform, thematic lines that form the backbone of most of his scientific production. He is currently co-directing the PID2021-128645OB-I00 project on transversality, creativity and inclusion in school music projects (2022-2025). His training includes a degree in Solfeggio and Music Theory and a PhD in Pedagogy. After his doctorate, he did a postdoctoral stay at the University of Illinois (USA), where he deepened his evaluative research on music teacher education. José Luis is a Fulbright scholar, which has allowed him to carry out a stay at the University of Miami during the second quarter of the academic year 24-25.