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Opera in primary education for the development of social and emotional skills: a case study from Mexico City

Published online by Cambridge University Press:  11 May 2021

Rosa Soliveres ,
Andrea Giráldez-Hayes  and
Jose Luis Parejo
Rosa Soliveres*
Affiliation:
Facultad de Música, Universidad Nacional Autónoma de México. Xicoténcatl 126, Del Carmen, Coyoacán, 04100, CDMX
Andrea Giráldez-Hayes
Affiliation:
School of Psychology, University of East London. Stratford Campus - Water Ln-E15 4LZ AE. 3. 24 London, UK
Jose Luis Parejo
Affiliation:
Departamento de Pedagogía, Facultad de Educación de Segovia, Universidad de Valladolid. Plaza de la Universidad, 1, 40005, Segovia, España
*
Corresponding author. Email: rsoliveres@fam.unam.mx
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Abstract

The study examines the impacts of a project-based learning (PBL) methodology on the development of emotional skills involved in the learner’s individual and social well-being. This paper summarises the preliminary results of the case study in which the project ‘Opera as a Vehicle for Learning’ (LOVA) was implemented with a key stage 2 group in Mexico City. This project fostered the development of the students’ intra- and interpersonal skills, group decision-making, critical reasoning, active listening, oral and written expression and emotion sharing. Findings suggest that LOVA has proved to be a powerful methodological resource for the development of collaborative learning, emotional education and social interaction in groups. Findings also suggest that music learning can be used as a highly effective device for the development of social skills.

Keywords

Music educationoperaprimary education emotional intelligencesocial development
Type
Article
Information
British Journal of Music Education , Volume 38 , Issue 3 , November 2021 , pp. 234 - 248
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Copyright
© Cambridge University Press 2021

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