The pedagogical value of humour in music education: perceptions of primary school teachers in Southern Spain

This paper investigates the use of humour as a pedagogical tool in primary music education, highlighting its potential to improve attention and foster a climate of collaboration and trust among students. Using a qualitative approach, semi-structured interviews were conducted with 30 music teachers from primary schools in southern Spain to find out how they perceive and apply humour in their classes. The results indicate that humour not only acts as a catalyst for children’s motivation and well-being but also promotes deeper and more creative musical learning. However, the study also highlights the challenges of its implementation, such as the need for specific teacher skills and sensitivity to cultural diversity. Despite these challenges, the potential benefits of humour justify a more structured and conscious approach to its use. It is suggested that educational institutions and teacher education programmes consider these findings to improve the integration of humour into music pedagogy, ensuring that it contributes positively to the holistic development of students in a respectful environment. This approach offers new perspectives and tools for music teachers, transforming the quality of the educational process by making the teaching-learning process more enriching.