Using student musical preferences from a critical perspective. Towards a democratic music education

Abstract

One of the main functions assigned to an educational institution is to prepare active and critical individuals to contribute to the development of democratic societies. This is a transversal objective that must be specified in each area of knowledge. Generally, this type of goal is pursued through critical education approaches. Therefore, we have studied the didactic possibilities and challenges involved in incorporating an approach of this type to a music program offered during the final years of primary education. To this end, a two-cycle action research process was implemented in a primary school with the participation of four classes of fifth graders (n = 91 students) and a music teacher. The methodology implemented included choosing repertoire by the students, carrying out research, and using participatory reflection to deal with the social issues related to the choice of repertoire. The results indicate an increase in motivation and participation by the student, an improvement of student behavior, the learning of democratic procedures, and the development of critical thinking skills, among others. Furthermore, there were no issues related to lack of time, student maturity, rejection by the educational community, or message appropriateness of songs. Therefore, we conclude that this type of methodology may contribute to the creation of a more democratic and reflective society.