Educación musical escolar en las américas: condiciones, prácticas, y políticas desde una perspectiva socio-ecológica

Translated title of the contribution: School music education in the americas: conditions, practices, and policies from a socio-ecological perspective

Carlos R. Abril, Johanna E. Abril

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Formal music education is offered in many primary and secondary schools across the Americas, though policies, curriculum, and instruction vary by region, state, and school. Understanding the conditions of music education in an increasingly interconnected and interdependent hemisphere may offer ideas for solving the challenges of access and equity to quality arts education. This article was written to provide a general, not exhaustive, survey of the research on school music programs and policies in the Americas. More specifically, we sought to determine how external factors impact classroom practices and classroom practitioners impact these forces, within an adapted socioecological framework. The hope is that this examination offers ideas for arts education policy makers and advocates for improving conditions that ensure students are provided with equal opportunity and access to quality music education in schools.

Translated title of the contributionSchool music education in the americas: conditions, practices, and policies from a socio-ecological perspective
Original languageSpanish
Pages (from-to)29-45
Number of pages17
JournalRevista Electronica Complutense de Investigacion en Educacion Musical
Volume14
DOIs
StatePublished - 2017

Keywords

  • Americas
  • Educational policies
  • Music education
  • School music programs

ASJC Scopus subject areas

  • Music

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