No. 5 (2017)

• Editorial

  José Luis Aróstegui Plaza

  1-2

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Artículos Originales

• Student’s anxiety about the Musical Language subject and strategies to reduce it.

  Elena Berrón Ruiz, Inés María Monreal Guerrero, Francisco José Balsera Gómez

  41-48

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• Evaluation of musical language in grownup students: Design and validation of a scale.

  Ana Mercedes Vernia Carrasco, Josep Gustems Carnicer, Caterina Calderón Garrido

  3-15

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• Choral groups in Spain: A space for coexistence and music education.

  Nuria Fernández Herranz, José Antonio Corraliza Rodríguez, Soledad Ferreras Mencía

  17-29

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• Composing colaboratively at schools: Between theories and practices in the field of creative music learning.

  Viviane Beineke

  31-39

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• Blue and pink in extracurricular music education. Some differences associated with gender at the beginning of studies.

  Irene Martínez Cantero

  49-59

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• Benefits of music training in child development: a systematic review.

  María Angélica Benítez, Veronika Mariana Diaz Abrahan, Nadia Romina Justel

  61-69

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• Good practices as the state of the art of music education: A literature review.

  María Cecilia Jorquera Jaramillo

  71-83

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Monográfico

• Towards a decolonial music education in and from Latin America

  Favio Shifres, Guillermo Rosabal-Coto

  85-91

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• Questioning coloniality in music education

  Pablo Santiago Serrati

  93-101

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• Music education as opportunity for learning about the worldview of indigenous peoples at the Mexican education system: The case of Huasteca.

  Héctor Miguel Vázquez Córdoba

  103-110

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• The construction of universal knowledge in the tango scene at the beginning of the 21st century. The Orlando Goñi School experience.

  Daniel Horacio Gonnet

  111-118

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• Reflections for the construction of an intercultural musical education: When pedagogical and epistemological aspects are out of focus.

  Silvia Carabetta

  119-127

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• Towards a decolonial epistemology of musical notation

  María Inés Burcet

  129-138

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• Bonsai pedagogy at the service of the coloniality of being and of musical knowledge. An autoethnographic perspective study.

  Sebastián Tobías Castro

  139-147

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• Music from Ground Zero. The coloniality of theory and musical analysis at the university.

  Pilar Jovanna Holguín

  149-156

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• On the process of acquiring musical instruments from El Sistema. Towards an ecological epistemology in music education.

  Attilio Lafontant

  157-164

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