The institutions of practical music education have been isolated from research on specific processes of music teaching and learning. The lack of research training among Spanish conservatory teachers – which is a fact – has contributed to this issue, but it is not solely their decision. The scant importance given to music studies in the different reforms of the Spanish educational system until the LOGSE and the traditional separation between musical practice and research, with the former being relegated to music conservatories and the latter to universities, have also played a role.

Furthermore, since the implementation of Higher Artistic Education in the European Higher Education Area, there have been no effective mechanisms established for research training of music conservatory teachers in successive reforms in Spain.Consequently, there is a dearth of research in conservatories, resulting in limited knowledge of the teaching and learning processes. We believe that this is an extremely important area of expertise in the training of individuals, in addition to its importance in the training of musicians and music teachers.

The research group members have a well-established history in various music fields. Research has been conducted on the formative processes of music education, the influence of score editors on the formation of mental sound images in students, the effects of multimodal versus unimodal presentations of musical information, the impact of different modes of information presentation on the learning of musical parameters (i.e. texture, melody and rhythm), the creation of software for specific musical tasks and its impact on learning, the influence of music in the media on primary school students’ stereotypes, and the use of technology as a mediator in developing musical skills.

This is reflected in a substantial body of high-quality scientific publications, indexed in JCR and Scopus, covering various sub-disciplines of music, including music technology, music education, musical creativity, musical performativity, and musical cognition. In addition, they have executed projects at the European, Inter-American (including the Organization of American States and CONICYT), national (Plan Nacional i+d+i, FNEA, FONDEF-TIC-EDU in Chile, National Culture Fund of Chile) and regional (Valencian, La Rioja, Basque and Andalusian governments) levels.

The group members have supervised doctoral theses and works related to the aforementioned fields, including those resulting from the training capacity of the groups executing R+D projects. The group’s focus is on training music education teachers, music education in non-formal contexts, promotion of socio-educational projects through music, technology in music education, software design for music education, science-art interaction, and musical performativity and creation.