Music technology in the European curriculum: a comparative study of Spain, France, Germany and Italy in Primary and Secondary Education
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Keywords:
Music education, new technologies, European Union, educational curriculum, primary and secondary education
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Abstract
This study encompasses the analysis and review of the current educational curricula in four of the most populated countries in the European Union, namely Spain, France, Germany, and Italy. This review is based on the presence and educational approach of new technologies in the framework of the subject of music, within the different compulsory educational stages. In this way, through a qualitative methodology, characterised by the compilation, analysis and documentary comparison of the curricula, a set of results are obtained that allow us to identify what type of curricular planning and what didactic characteristics predominate in the panorama of music education, always from a digital competence perspective. Consequently, after the analysis of all the curricular texts that make up this research, and despite having teaching-learning practices that differ from one another in some points of the curriculum, it is possible to corroborate, among other issues, the high presence of new technologies in the educational context for the development of the specific contents of the subject of music in the European curriculum.
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- Plan Propio de Investigación, Transferencia y Divulgación Científica
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