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This study was carried out within the framework of a pedagogical project. It compares the results obtained from the application of two different didactic models for learning and practicing musical composition in a Secondary Education class: the traditional teacher centred method (designated as the control group, CG), and an interdisciplinary model based on a holistic style (designated as the experimental group, EG). Both methodologies focused on identical musical composition content, but latter applied an open ended interdisciplinary approach, based on synchronised learning in several subjects. A quasi-experimental design was used in this research. Pre- and post-test questionnaires were applied to measure the progress in composing skills in both groups. The questions focused on various tasks with verbal and figurative content to evaluate the progress of the student's ability to explore sound parameters, their knowledge and acquisition of musical elements and the improvement of flexible understanding the students developed during the process. Data were analyzed by means of standardised quantitative tests and by qualitative triangulation. Analysis of this data provided evidence that students were able to obtain meaningful understanding by connecting the Music contents with other school subjects and their own personal realities. The integrative qualities of the experience fostered the self-sufficiency and self-confidence and fostered by the student's creativity and motivation. Moreover, interdisciplinary learning led to an improvement in critical thinking skills.

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]