The Creative Musical Experience in Integrated Teaching: The Soundscape as a Link Between Disciplines
DOI:
https://doi.org/10.58265/pulso.8274Keywords:
Musical creativity, Soundscape, Acoustic ecology, Soundwalk, iSTEAM, Primary EducationAbstract
This article provides a rationale for why and how the soundscape
can act as an articulating axis for integrated teaching
in Primary Education when musical creativity is understood
as knowledge practice—listening, performing, improvising,
and composing. A theoretical-critical and integrative
approach is adopted, combining conceptual mapping and
narrative synthesis of literature in Spanish and English, and
is translated into a propositional design: an iSTEAM model
centered on environmental sound. The results include: (a)
a clarification of the construct “musical creativity” from
process-oriented and situated perspectives; (b) an educational
reading of the soundscape and acoustic ecology with
transferable procedures (soundwalks, listening journals,
perceptual profiles) and an ethics of sonic citizenship; and
(c) a proposal of three integrative activities with formative
assessment tools, shared quality criteria, and progression
across cycles. The proposal avoids “integration without
art” and facilitates meaningful curricular connections with
modest resources. Future lines of research are outlined to
assess impact on learning, well-being, and coexistence.
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