This volume brings together a selection of essential articles from the journal Revista Internacional de Educación Musical (RIEM), a Spanish-language journal published by the International Society for Music Education, making this work available to an English-speaking audience for the first time. With chapters representing a wide range of countries in the Ibero-American world, including Argentina, Brazil, Chile, Colombia, Mexico, Portugal, and Spain, the book aims to develop international exchange in the music education community. The book is structured around key themes, including music teacher training, youth music education, higher music education, and sociomusical programs, with a focus on opportunities for improvement across music education contexts inside and outside schools. Making vibrant research and practice from across the region available to a wider international audience, this book facilitates exchanges between researchers and educators and enhances global music education studies by highlighting groundbreaking work from Spanish- and Portuguese-speaking countries.
Acknowledgements
List of Figures
List of Tables
Abbreviations
Celebrating 10-years if ISMEs Revista Internacional de Educación Musical:
Music Education Research in Ibero-America
ROSA M. SERRANO, GUADALUPE LÓPEZ-ĶŃIGUEZ, AND JOSÉ LUIS ARÓSTEGUI
PART I
Who and what is music education for?
Why teaching music is not enough: Musical education and its nomological
network
BASILIO FERNĮNDEZ-MORANTE AND AMALIA CASAS-MAS
Music teacher education in Portugal. Contributions for a reflection in
context
GRAĒA MOTA
On the functions of the Music History subject in the training of music
teachers
ANTENOR FERREIRA AND MARIA CRISTINA C. CARVALHO
Reflections for the construction of an intercultural musical education: When
the pedagogical and the epistemological disagree
SILVIA M. CARABETTA
PART II
Higher Music Education: Challenging Hegemony and Sustainability
Popular music in higher education: The consolidation of the field in teaching
and research
EDUARDO VIŃUELA
Predictors of academic performance and attribution in a Music Bachelors
Degree in Mexico
JUAN PABLO CORREA AND IRMA-SUSANA CARBAJAL-VACA
A proposal for a theoretical framework to address entrepreneurship in higher
music education
MARGARITA LORENZO DE REIZĮBAL AND MANUEL BENITO GÓMEZ
PART III
Transforming Teaching and Learning in Music Education
Acquisition of musical notation from the perspective of the learner. A study
in young people without specific musical studies
MARĶA INÉS BURCET, CAMILA MARĶA BELTRAMONE, SOFĶA BELÉN UZAL, AND SOFĶA
MELINA RIGOTTI
Formal and informal music learning strategies: Instrument development and
validation
RUBÉN CARRILLO AND PATRICIA A. GONZĮLEZ-MORENO
The validity and efficacy of breathing exercises to reduce performance
anxiety in the music classroom
PABLO RAMOS
PART IV
Social Justice and Music Education: Challenges for Leadership and
Sustainability
Before you turn the page: Connecting the parallel worlds of El Sistema and
critical research
GEOFFREY BAKER
Yucatan musical youth bands: Challenges to implement a social-musical
program
PAULINA BAUTISTA CUPUL
Musical conducting in the Guitįrregas guitar ensemble: A leadership based
on the self-determination of music teachers
ROLANDO ANGEL-ALVARADO AND JOSÉ ĮLAMOS-GÓMEZ
Closing chapter
What does music education research in and of Ibero-America add to prevailing
international discourses? A view from the outside
GWEN MOORE
Index
Rosa M. Serrano is Professor of Music Education at the University of Zaragoza, Spain.
Guadalupe López-Ķńiguez is Associate Professor of Music Education at Sibelius Academy, University of the Arts, Helsinki, Finland.
José Luis Aróstegui is Professor of Music Education at the University of Granada, Spain.
Gwen Moore is Associate Professor of Music Education at Mary Immaculate College, Limerick, Ireland.
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