The state of music and dance in the national territory: a comparative study on the implementation of the LOMLOE

Abstract

INTRODUCTION. Organic Law 3/2020, of December 29 (LOMLOE, 2020), which amends Organic Law 2/2006, of May 3, on Education (LOE, 2006), Royal Decree 157/2022 on minimum standards for primary education, and the regional decrees and orders outline the legal framework that serves as a reference for educational practice in music classroom. The learning of listening, expression, the language of music and musical production is, or should be, defined in national and regional educational legislation and ultimately shaped by the pedagogical and organisational autonomy of the educational institutions. METHOD. This research aims, through a comparative and descriptive methodology, to identify and compare the curricular elements and components of music education present in the national and regional curricula. RESULTS. The results show a notable diversity in the implementation of music education across the Autonomous Communities, with 65% choosing to integrate it into the Arts Education curriculum, as opposed to 35% who break it down into Music and Dance. This diversity is also evident in the specification and sequencing of basic knowledge, whose absence or complexity in the drafting of statements hinders comprehension and, therefore, the work of teachers. We observe that there is national coherence in terms of the structure of the curricula and the elements that comprise them. DISCUSSION. Ultimately, this study highlights the need for clearer legal framework that prevents the difficulties for teachers in its implementation and avoids the risk of creating inequalities among students depending on the Autonomous Community in which they study.