The journal Música Hodie has published the special issue *Music, curriculum and interdisciplinarity: research findings from Brazil and Spain*, coordinated by Paloma Bravo Fuentes (a member of the TCIEM project). This special issue includes several contributions developed in Spain as part of the mentioned project. The papers in this work highlight that integrating music into interdisciplinary projects enhances pupils’ creativity, entrepreneurship, inclusion, motivation and digital competence, generating meaningful learning and fostering social cohesion. Furthermore, the research highlights the key role of teachers and the importance of professional development support to implement these methodologies effectively. The monograph also highlights the challenges faced by schools, such as structural limitations, a lack of interdisciplinary coordination and administrative demands. However, the results show that innovative practices based on music projects contribute decisively to pedagogical transformation and curricular renewal.
Firstly, the paper by Alicia Peñalba and José Luis Aróstegui provides an overview of the TCIEM project, describing its implementation in early childhood, primary and secondary schools. The authors demonstrate that interdisciplinary projects based on Project-Based Learning foster creativity, inclusion, digital competence and student motivation, although constraints relating to teacher training and school structures remain.
On the other hand, Blanco-García, González-Martín and Albusac-Jorge delve into the perspective of generalist primary school teachers. Their study highlights the importance of professional support and rigorous interdisciplinary planning to ensure the effective implementation of cross-curricular music projects. The research confirms that these initiatives generate active and meaningful learning, although their sustainability depends on teacher coordination and institutional support.
The paper by Zamorano-Valenzuela, Fernández-Jiménez and Casanova examines three cases in secondary education. Their findings show that organisational culture, administrative burdens and teachers’ professional identity influence the development of projects, whilst interdisciplinary dialogue and student participation contribute to the acquisition of skills such as creativity, equality and entrepreneurship.
Lastly, Serrano, Coca-Jiménez, Castillo-Ferreira and Martínez-Álvarez analyse the beliefs of early years teachers regarding artistic and musical creativity. The study reveals that these perceptions directly influence the design and development of multisensory art installations, as well as the creative opportunities offered to pupils. It also highlights the need to strengthen teacher training in creativity to promote interdisciplinarity at this stage of education.
Overall, this publication contributes significantly to progress towards a more holistic, creative and inclusive educational model, aligned with contemporary educational needs and the strategic role of arts education in schools.
The monograph is available at the following link: https://revistas.ufg.br/musica/issue/view/2470
