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This study examines the effect on students' empathy of using group music activities based on composition and improvisation strategies. The research was carried out over a 9-month period using a pre–posttest control group quasi-experimental design. Sixty-three students took part in the study: 32 in the experimental group and 31 in the control group. The Interpersonal Reactivity Index scale was used to provide a multidimensional approach to measure empathy. The scale's cognitive components, perspective taking and fantasy, and its emotional components, empathic concern and personal distress, were adopted in the study. The research design used was quasi-experimental, as it was not possible to randomize the sample. Results show significant differences in empathy and cooperation skills between secondary students after implementing the music composition and improvisation activities in the experimental group. These students enhanced their ability to break with routine and place themselves in an imaginary situation that they associated with their musical creations. Moreover, helping them to understand others through the translation of personal emotions and moods into musical sequences contributed to the development of consideration of others' viewpoints and helped to reduce confrontation in the classroom. This way, musical activities in groups based on creative strategies had potential to improve students' empathy. [ABSTRACT FROM AUTHOR]

Service-learning methodology seeks to achieve a balance between academic learning and the application of the acquired knowledge for the benefit of the community. Our study aims to assess the academic and personal development of the students who participated in the educational experience and identify the benefits it brought to the attended children. The total of 73 participants involved: a) university students of a faculty of education, b) hospitalized children and their families, c) a healthcare worker, and d) several volunteers. We conducted a case study featuring qualitative analysis (based on discussion groups, interviews, and daily narratives), analysis of cooccurrence, and data triangulation. The categories we obtained were related to learning achieved by university students, their personal growth, and the impact of hospital service on the different agents who participated in the experience. Findings suggest that service-learning, along with the positive emotional impact of experiential music learning, was associated with student progress in teacher training and personal development. [ABSTRACT FROM AUTHOR]

The outbreak of the worldwide COVID-19 pandemic in March 2020 posed the greatest challenge that online training and teaching has experienced. This field was developing at an unequal pace in a series of different contexts and institutions, but went from being one of several possible methodologies to representing the only viable approach in view of the situation. The current study applies the methodology of bibliographical analysis to critically reflect on problems, benefits, and effects of the current tendency toward virtualization in the area of music education. Our results evidence that substantial, beneficial changes have already been achieved in the areas of the educational environment and tools, processes of motivation and learning, and the development of student socialization and interrelation strategies. However, to ensure that these results continue to provide the educational community with further benefits, it will be necessary to imply all social, governmental, educational agents involved, in order to offer teachers and students improved Information and Communication Technology (ICT) training along with new, concrete opportunities that bring about true educational change and innovation. [ABSTRACT FROM AUTHOR]