Innovative and disruptive pedagogies in music education: A systematic review of the literature

This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Althou...

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Bibliographic Details
Published in:International journal of music education 2023-02, Vol.41 (1), p.3-19
Main Authors: Olvera-Fernández, Javier, Montes-Rodríguez, Ramón, Ocaña-Fernández, Almudena
Format: Article
Language:English
Subjects:
Curricula
Disruption
Educational Environment
Educational Innovation
Educational Research
Innovations
Interdisciplinary aspects
Learning Activities
Literature Reviews
Music
Music Education
Music Teachers
Pedagogy
State of the Art Reviews
Student Role
Student teacher relationship
Systematic review
Teacher Role
Teacher Student Relationship
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Summary:This paper presents a Systematic Literature Review (SLR) about pedagogical innovation and disruption in music education. A rigorous SLR process was applied to the selection of papers related to innovative practices in music education at different educational levels and in a range of contexts. Although there are similar studies on innovation in education, there is no SLR on pedagogical innovation and disruption in music education using this method. The purpose of this study is to present an example of how to do an SLR and to share the findings of the review itself. We also provide a snapshot based on a tight SLR process of some instances of innovation in music education that, in some way, are drawing the paths to be followed in future investigations. According to the categories of innovation that we have established to analyze our corpus of papers, disruption is produced by modifying four fundamental factors in the act of learning (purpose and context learning, teacher/student relationship, and learner role). These factors can contribute to developing a more flexible and open curricula incorporating a holistic, collaborative, and interdisciplinary vision of learning. We consider that the value of this study lies in reflecting a systematic methodological process for the analysis of the scientific literature as well as the findings.
ISSN:0255-7614
1744-795X
DOI:10.1177/02557614221093709