The Learning Communities project as a strategy to promote critical music education in schools

Abstract

The Learning Communities project pursues social transformation of context through education. Research has shown its success improving educational output and school coexistence. However, there is barely any scientific research that provides evidence of the development of the subject of Music according to the focus of this project. This article presents two case studies, one in Primary Education and the other in Compulsory Secondary Education, which show what kind of learning dynamics are carried out in the music classroom. The development of this subject through Learning Communities presents a model according to a critical music education approach, in which curricular content of music is combined with skills for the promotion of the citizen sphere in order to train critical citizens committed to context. It is essential in this task that the music teacher plays the role of a critical educator who guides the learning towards a greater connection with the community.