The competency-based model of artistic education fosters creativity and gives students an active key role in their own learning. Aesthetic knowledge and skills are developed through challenges and creative processes based on perception, expression, imagination, sensibility, analysis, and reflection. The goal of this study was to identify and analyse the aesthetic traits and abilities displayed by students during collective interdisciplinary creative processes involving music and dance. Data was collected from 45 video recordings (each lasting approximately 50 minutes) and analysed using a custom-designed evaluation tool. The sample consisted of 100 students aged eight to twelve years old pursuing primary education at a school in Castelldefels (Barcelona). The results brought to light three main findings: a low presence of traits associated with sensibility; challenges concerning the use of symbolism during the creative process; and a notable similarity between the aesthetic traits that emerged in musical and choreographic activities. This research contributes to the field by specifying a framework of aesthetic traits and skills and thereby offering practical tools for the analysis of aesthetic expression. It identifies the key factors that support the consolidation of students' aesthetic personality during the different phases of the creative process, encouraging sensibility, creativity and artistic expressiveness. Additionally, it underscores the importance of collective interdisciplinary creative experiences in fostering these qualities. Finally, it provides music educators with valuable information when it comes to enhancing the development of artistic competence within interdisciplinary learning environments.
Viñas et al. (Thu,) studied this question.