Musical experiences through autobiographical narratives in initial teacher training

Abstract

Music has proven to be a valuable tool for deepening self-knowledge and emotional development. This exploratory-descriptive study investigates the musical life experiences of a group of students on the Primary Education Teacher’s Degree at the University of Cantabria (Spain), describing the meanings they ascribe to musical experience and the links they see between music and their future teaching work, as well as possible lines of pedagogical action. Through an analysis of the autobiographical narratives and reflective discussion groups, the results show the relevance of music in prior experiences and in the identification of emotions and feelings, provide information on contexts and styles, and offer a perspective of music as an educational resource with strong emotional and creative potential.