Musical creativity in the primary education curriculum in Spain and its educational implications

Abstract

The aim of this paper is to analyse the treatment of musical creativity in the Primary Education curriculum of the Spanish educational system as a basis for understanding the musical didactic orientation and the contribution to its education as a transversal competence. Following a documentary review methodology, this work analyses and compares creativity in the Primary Education music curricula of all the autonomous communities in the period 2014-2022. For the analysis of the data, a matrix of categories and subcategories of study is developed to investigate creativity in Arts Education, the methodology for its teaching and its evaluation. From the texts analysed, arise the belief that the teaching of musical creativity in Primary Education could contribute to the development of the autonomy, understanding and musical expression of pupils, and therefore, curricular documents should reinforce its treatment by providing greater concreteness and a meaningful relationship between the purpose, the methodological approach and the assessment that determine its education.