Abstract:

Teaching music in secondary education is presented in many cases as a possible career opportunity for conservatory students. This decision is not always the result of teaching vocation.
The Master’s degree in Secondary Education offers educational tools that allow students to approach to the reality of working at school, but it is evident that the time spent to the music teaching is insufficient to understand and assimilate an entirely different pedagogical model comparing to what they have experienced in their professional training in conservatories since the methodology of music teaching in these institutions is focused on their own professors who give lessons individually most of the time. Teaching an instrument involves a series of very specific skills and competencies and, therefore, the teaching model can not be, in any case, as the high school teaching whose practice is developed within groups and with a model based on the students.
As music teachers of Master’s degree in Secondary Education and aware of the career of many teachers as well as music teachers, we decided to track, investigate and show examples of secondary teachers who have managed to develop a music pedagogy adapted to the context and characteristics of the institute where they work. Therefore, the aim of this case is to find the features that characterize good teaching and good practices, since behind practice we will always find a theory.
Moreover, through the project we want to present to the education community these good practices as well as to disclose their teaching itinerary to continue developing their own personal and professional growth daily, updating through a training process to practice in their classroom with a methodology that gives us significant practices that characterize today's musical education; practices which, because of its proven solvency and good teaching, serves as a baseline in teacher education.
With this objective, a team of master’s degree professors with the support of the Research and Science Policy Office at the University of Valencia, we are developing a research project to learn cases of secondary music teachers who develop working techniques recognized by teachers’ community and good practices, with sufficiently demonstrated results from the diffusion in academic levels.
In this paper we present the data obtained through qualitative research, specifically a case study on how to implement the music curriculum in secondary classrooms of a teacher, thorough the analysis and the ethnographic observation as well as interviews and analysis of documentary evidences.

Keywords:

Music in secondary schools Case study.