The Development of Transversal Competences in Primary Education through Interdisciplinary Music Projects: The Generalist Teacher as a Key Element for Success

Abstract

Interdisciplinary musical projects could be very effective for the formation of transversal skills in Primary Education. Literature collects evidence of music's potential to educate more creative and entrepreneurial people and to promote inclusion, collaborative work and interdisciplinary learning. However, these ideas could have a greater presence in the curriculum and at school. In order to achieve this, it is important that the generalist teacher gets involved in these projects. This study examines school musical projects designed for the acquisition of transversal skills in Primary Education students in educational centers in the Spanish territory —located in the communities of Catalonia and Castilla y León—. The research has been designed in several phases including teacher training, design and implementation of interdisciplinary projects with students, and evaluation. A multiple case study methodology has been adopted. Qualitative research techniques were used for data collection: documentary analysis, observation, interviews with teachers and students and focus group discussion. The results and conclusions of the study provide three key aspects: the initial training of generalist teachers is not enough, so they need support to put these experiences into practice; the activities require a true interdisciplinary connection that guarantees their effective implementation in educational centers; and, finally, these experiences involve active, motivating and transversal learning for students.