New soundscapes for musical learning in primary education: Sound perception, digital technologies and social and collaborative skills

This article presents a pedagogical intervention aimed at fostering the development of future proactive citizens who are more aware of their acoustic surroundings, using students’ sonic environments as the foundation. The research focuses on evaluating sound perception processes in relation to the personal sound environment, along with the use of digital technologies, such as software for recording, editing, transforming, mixing and playing sounds, as well as group music creation through collaborative work. The study employed a qualitative programme evaluation design to assess the impact of this educational intervention. A total of 21 students, aged 9–10, participated in 30 sessions, each lasting one hour, including classroom lessons and field trips, both in large groups and in work groups. In addition, two pre-service teachers and one external observer were involved. The activities were structured into three distinct phases: sensitization, exploration and collaborative artistic creation. The findings indicate a notable improvement in students’ sound perception, alongside a high degree of integration of collaborative skills. Furthermore, the digital tools used were effective in both developing technological competencies and fostering creativity through sound-based artistic creation.