Music education for future teachers

communication through visual art in the evaluative tool portfolio

Authors

DOI:

https://doi.org/10.35699/2317-6377.2026.59551

Keywords:

Music education, Portfolio, Evaluation, Reflective practice

Abstract

This article examines the role of the digital portfolio as a reflective tool for promoting visual and communicative art in the study of music didactics for future teachers. At the end of the academic year, students present their portfolio, which include reflections and graphic representations. The study analyses the portfolios of 90 students enrolled in a bachelor’s degree in early childhood education at University of Barcelona. The findings highlight that graphic resources are used as a means of communication, supporting teaching and learning processes in music education. Various types of graphic resources are employed, and art contributes to both the personal and professional development of students. We conclude that arts-based methods are a powerful communication tool and, in the context analysed, they foster students’ recognition, reflection, and the development of cognitive and linguistic abilities related to music practice and its didactics.

Author Biographies

  • Verónica Asensio Arjona, University of Barcelona, Spain

    She holds a PhD in Translation and Language Sciences. She is a translator and a musicologist. She is a lecturer at the Faculty of Education at the University of Barcelona, specialty in Didactics of Music. She is a member of the GREMI research group (UB). She teaches CLIL Music Education (in English) in the double degree of early childhood and primary education (UB). She is also a freelance author of educational material for the publishing houses EDEBÉ, TEKMAN BOOKS and author of music didactic manuals and children’s literature stories.

  • Marta Casals-Balaguer, University of Barcelona, Spain

    She is a lecturer in the Department of Applied Didactics of the Faculty of Education at the University of Barcelona (UB). She holds a PhD in Sociology from the University of Barcelona and has two master’s degree in Cultural Management and another in Humanities: Contemporary Art, Literature and Culture from the Open University of Catalonia (UOC). Her research focuses on music and education, culture and gender, and artistic professions. She is the coordinator of the Teaching Innovation Group in Music Education (GIDEM) at UB, a researcher at the Center for Research in Information, Communication and Culture (CRICC-UB) and a member  of the Research group in Music, Voice and Education (GRUMED-UAB). She also serves as co-coordinator of the Working Group “Culture, Religion and Identities” at the Catalan Association of Sociology and is a member of the management team of the Research Committee on Sociology of Culture and the Arts of the Spanish Federation of Sociology (FES). She has authored various articles and book chapters published by international journals and academic publishers, and has participated as a speaker at numerous international congresses and conferences. In addition to her academic work, she is a musician and cultural manager, and has directed and led artistic projects related both to musical performance and to music education.

  • Sandra Soler Campo, University of Barcelona, Spain
    • Sandra Soler holds a PhD and a degree in history and science of music, a master’s degree in music education and english language, a master’s degree in applied research in feminist, gender and citizenship studies and a postgraduate degree in music pedagogy. She has worked at all educational levels and since 2017 she has been teaching in the Department of Applied Didactics at the University of Barcelona, from where she participates with the ESBRINA research group, a group of reputed trajectory recognized by the Generalitat de Catalunya. She is the author of several scientific articles and book chapters published in JCR and/or SCOPUS journals. Among her current lines of research, she is interested in music didactics and gender issues in the musical and educational field.

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Published

2026-08-17

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Vol. 27 (2026): General Topics

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How to Cite

“Music Education for Future Teachers: Communication through Visual Art in the Evaluative Tool Portfolio”. 2026. Per Musi 27 (August): 1-16. https://doi.org/10.35699/2317-6377.2026.59551.