Papers
1. How Parents' and Teachers' Emotional Skills Foster Academic Performance in School Music Students
This paper explores the importance and effects of parents’ and teachers’ attitudes on students’ academic performance
in music. To this end, the research literature on the effects of parental and teacher behaviour on the behaviour of their
children and students is reviewed, focusing on parents’ and teachers’ emotional skills. The review looks at general
education and more specifically at music education. The review shows a positive relationship between emotional
skills and academic performance, as well as a positive correlation between the development of parents’ and teachers’
emotional skills and the academic performance of their children and students. Thus, parents’ and teachers’ emotional
skills may be a vital aspect for an effective music education.
Parents_teachers_emotional_skils.pdf
The published version of the paper can be found in the Victorian Journal of Music Education, 2016. Num 1, pp 9-14
2. The Role of Emotional Skills in Music Education
Developing emotional skills is one of the challenges that concern teachers and researchers in education, since these skills promote well-being and enhance cognitive performance. Music is an excellent tool with which to express emotions and for this reason music education should play a role in individuals’ emotional development.
This paper reviews the results of previous studies that explore the connections between active engagement with music and the development of emotional skills, specifically in the field of music education. A sample of 21 investigations was analysed.
The results from the selected studies show that music has multiple benefits for the development of certain aspects of emotional skills and positive implications for education. Suggestions for music educators gathered from the previous research are presented and potential areas of interest for further exploration in the field are identified.
The published version of the paper can be found in the British Journal of Music Education, 2017. Vol. 34(3), pp 243-258.