https://hdl.handle.net/10481/6948 Sun, 05 Apr 2026 16:19:06 GMT 2026-04-05T16:19:06Z https://hdl.handle.net/10481/112193 Directions to the school music education for a new era Arostegui Plaza, José Luis This chapter is a compendium of the various issues discussed along Section III, on Curriculum Development, of the SAGE Handbook of School Music Education. It is dedicated to establishing the foundations of a new school music curriculum for these contemporary times, identifying four major features: (1) an integral and transversal education, in which the sciences and the humanities are on an equal footing; (2) what cultural heritage should be passed on to new generations, in which all musical genres are also on an equal footing, and which starts from students' preferences, so that an intercultural and cosmopolitan curriculum is necessary; (3) the need to contextualize learning, which recognizes that teaching should be a consequence of the students' environment, and that evaluation and assessment must be based on the students' experiences; and (4) a digitalization of the teaching and learning process, which leads to a situated learning of students in which they thrive as subjects. In fact, there is a fifth feature that is a sine qua non for curriculum development: a policy framework that allows it and that is accepted by teachers and students, an issue discussed in the final section, among others. The main conclusion is that we need to move from a content-based curriculum to a student-based curriculum. https://hdl.handle.net/10481/112193 https://hdl.handle.net/10481/112192 A rise of music education in a new era Arostegui Plaza, José Luis; Christophersen, Catharina; Nichols, Jeananne; Matsunobu, Koji This chapter introduces The SAGE Handbook of School Music Education. Our thesis is that we are entering a new era of globalization. It is described using various metaphors: the age of disorder, the great reset, or the demographic reversal are the most extensive and are discussed in the first section. In a nutshell, this era is characterized by uncertainties and mainly affects productive changes in labor markets, the rapid development and advancement of new technologies, and climate change, among others. These changes also have an impact on education, especially the emergence of a balanced curriculum that includes humanities and arts along with science. We discuss some signs of such changes in education policy. Finally, we discuss the potential role that school music education can play in this new era and curriculum, a topic that will be developed extensively throughout the handbook. https://hdl.handle.net/10481/112192 https://hdl.handle.net/10481/112119 Cómo llegué a ser profesor de Música y qué necesito para seguir siéndolo: seis historias de vida para conocer sus demandas y expectativas Casanova-López, Óscar; Arostegui Plaza, José Luis; Guerrero Valiente, José Luis Proyecto de investigación EDU2017-84782-P «Formación del Profesorado y Música en la Sociedad y en la Economía del Conocimiento». https://hdl.handle.net/10481/112119 https://hdl.handle.net/10481/112116 La fase de prácticas del Máster en Profesorado de Música en la Universidad de Granada: un estudio de caso Arostegui Plaza, José Luis; Olivares Hurtado, María del Carmen Proyecto de Investigación EDU2017-84782-P «Formación del Profesorado y Música en la Sociedad y en la Economía del Conocimiento». https://hdl.handle.net/10481/112116 https://hdl.handle.net/10481/111966 A New Education for a New Era: Transdisciplinarity, Transversal Competences and an Eclectic Approach to Evaluation Arostegui Plaza, José Luis This chapter discusses the emergence of a new era characterized by social and economic uncertainty which demands a school training which is general rather than specific in order to be flexible and adaptable to changing circumstances. The promotion of key competences, although still important, seems to have run out their options to educate for this new era. So is the case with an evaluation solely focused on measurement. Thus, an articulated teaching of science and humanities as well as general or transversal competences become major issues for curriculum development in ordinary education, as well as a blended evaluation taking into account qualitative issues as well. In this chapter I will discuss why scholars find that a new era is emerging. Then I will show some signs that these changes have reached education. Finally, I will suggest why an interdisciplinary approach of subject matter, an emphasis on transversal competences and a holistic approach to evaluation is critical to prepare new generations for this new era which is already here.; Este capítulo aborda la aparición de una nueva era caracterizada por la incertidumbre social y económica, que exige una formación escolar general más que específica, con el fin de que sea flexible y adaptable a circunstancias cambiantes. La promoción de las competencias clave, aunque sigue siendo importante, parece haber agotado sus posibilidades para educar de cara a esta nueva era. Lo mismo ocurre con una evaluación centrada exclusivamente en la medición. Así pues, una enseñanza articulada de las ciencias y las humanidades, así como de las competencias generales o transversales, se convierten en cuestiones fundamentales para el desarrollo curricular en la educación ordinaria, al igual que una evaluación combinada que tenga también en cuenta aspectos cualitativos. En este capítulo analizaré por qué los especialistas consideran que está surgiendo una nueva era. A continuación, mostraré algunos indicios de que estos cambios han llegado a la educación. Por último, sugeriré por qué un enfoque interdisciplinar de las materias, un énfasis en las competencias transversales y un enfoque holístico de la evaluación resultan fundamentales para preparar a las nuevas generaciones para esta nueva era, que ya está aquí. This publication has been made possible by the support of the Integrated Science Association (ISA), Universal Scientific Education and Research Network (USERN), and funding from the Ministry of Science and Innovation-Government of Spain, through the projects 'Future Education and Democratic Hope. Rethinking Social Studies Education in Times of Change' (PID2019-107383RB-I00), and 'The Nature of I-STEM (NOSTEM) for Citizenship Education' (PID2020-118010RB-I00). https://hdl.handle.net/10481/111966