Music Theory and Aural Training (MTAT) is a disciplinary domain that, although it’s a constant curricular element in the formal construction of higher music education, registers an irregular evaluative presence in the field of music training. A presence that we call volatile considering the variable acknowledgment that is assigned to the discipline, in terms of programmatic autonomy, pedagogical identity and curricular dimension.

The purpose of this research paper is to present and share the first results of a three-year project, concerning the MTAT within the scope of different Higher Music Education Institutions courses in Europe. The objective is to apprehend, characterize and reflect about three main dimensions: i) what are the curricular, programmatic and organizational characteristics of the discipline in the different contexts and courses observed; ii) what kind of pedagogical approaches the teachers of the institutions observed resort to their practices in order to achieve the same supposed goal: learning to internalize and externalize music with understanding and mastery; and iii) what type of analysis model can we build to understand, critically and globally, the educational and pedagogical affiliation that the discipline assumes in the course of its practices.

The observation in loco of several schools visited for short periods is enriched by the construction of a logbook, analysis of institutional documents, development of informal conversations with different actors, and the design of a Postmodern pedagogical analysis model for the discipline.

The innovative curricular and organizational particularities and the original and recurring pedagogical practices observed (Conservatorio Superior de Musica de la Catalunha; Royal Academy of Music of London; Conservatoire Royal de Bruxelles; Zurich University of the Arts, Mozarteum University; University of Music and Arts Vienna; or Accademia Nazionale di Santa Cecilia, and others) provide a huge musical learning richness and uncover professional paths of teaching with excellence in MTAT.

Current situation

Music teaching and the associated discipline of music didactics is often described as a ‘poorly structured domain’ (Puffer, 2021, p. 14) due to its strong practical orientation, as well as its weak scientific foundation. Accordingly, the incorporation of music education research findings into the subject didactic training of teachers is a challenge (Blanchard & Huber, 2014). One of the reasons for this may be that music education in Switzerland is traditionally understood as an applied discipline (Spychiger, 2013) and cannot (yet) look back on an ‘own’ academic tradition (Huber et al., 2021, p. 44).

Theoretical approach

Based on Shavelson's (2020) considerations on 'Brokering the Gap', the assumption that teaching should not be unidirectional but multi-perspective and reciprocal, this contribution discusses how the gap between practical orientation and scientific foundation can be bridged in the field of music didactics. As Shavelson assumes that this can only happen through participatory processes, the author argues that local time-spaces (Joyce, K. E., & Cartwright, N., 2020) such as workshops or lectures in institutions are needed where research and application transfer can be organised according to specific circumstances, such as didactic content.

Empirical and methodological approach

After an intervention in which music teachers were provided with scientific knowledge, they were asked about its impact a year later. Based on the findings, a possible transfer of research knowledge into education programmes can be reconstructed. The results will be used together with an autosociological analysis based on critical self-reflection and 'participative objectification' (Bourdieu, 2002) to further develop the research question.

Implications

It is assumed that systematic reflection in peer groups between music lecturers and researchers, with the ‘return to one's own person with the intention of creating knowledge’ (Rieger-Ladich & Grabau, 2018, p. 791) can enable all participants to act as ‘brokers’ in their fields.

The CREDMUS project (ref. 2023-ARMIF-00007) is an innovative research initiative in music education aimed at fostering creativity in the initial training of primary school teachers. Funded by AGAUR (Agency for Management of University and Research Grants), the project brings together faculty from six Catalan universities (UdG, UVic-UCC, UAB, UB, UdL, and Blanquerna-URL) and teachers from both preschool and primary schools across the region. Taking a transdisciplinary approach, CREDMUS seeks to bridge academic research with classroom practice. Its primary goal is to strengthen creative capacities and equip future educators with tools aligned with Catalonia’s current curriculum framework.

The research is based on a qualitative methodology grounded in interpretive and socio-critical paradigms. It unfolds across several phases, including conceptual development, analysis of teaching practices, and the design of targeted proposals for university training. In the first phase, the research team reviewed specialized literature and developed glossaries on creativity in educational contexts. The second phase involves analyzing music course content through discussion groups and conducting six case studies in both primary and preschool settings. The third phase focuses on creating a catalog of pedagogical proposals to promote creativity in teacher education and establishing shared learning outcomes across all participating universities.

Preliminary findings highlight key elements linked to creative teaching practices and approaches for fostering student creativity. Analysis of faculty discussion groups has revealed diverse expert perspectives on defining creativity, its essential components, and suitable creative methodologies and assessment criteria. Observations in primary school classrooms show both the potential and challenges of integrating creativity into teaching practices. Ultimately, CREDMUS aims to develop and disseminate creative pedagogical proposals resulting from inter-university collaboration. These resources are designed to be accessible in primary classrooms, aligned with core curriculum guidelines, and to have a significant impact on teacher training in Catalonia.