Music as a Tool FOR Emotional Well-Being: Implementation of an Emotional Education Program with Primary Education Students Combining Face-to-Face And Non-Face-to-Face in Pandemic Times
Music as a Tool FOR Emotional Well-Being: Implementation of an Emotional Education Program with Primary Education Students Combining Face-to-Face And Non-Face-to-Face in Pandemic Times

Summary/Abstract: This research consists of the implementation of an emotional education program aimed at the field of primary education that uses music and movement as mediating elements. According to Bisquerra (2011), music has the ability to generate emotions that help people's well-being. The program addresses work with each of the five emotional competencies (emotional awareness, emotional regulation, emotional autonomy, social competence and competencies for life and well-being) according to the model of the GROP (Research Group in Psychopedagogical Orientation) from the University of Barcelona. The work is motivated by the detected need to include emotional education in nursery and primary schools in the context of the Valencian Community, Spain. Mainly in response to the situation caused by the COVID-19 pandemic. The research has been carried out with students in the fourth year of primary school in a public school within the Valencian Community (Spain). The research has used the action research method and has been developed in face-to-face sessions in addition to online sessions. The research results show that after the intervention there is a development of emotional competences in the participants, especially emotional awareness. The combination of face-toface teaching and online teaching is ideal in the current pandemic situation because it allows students to benefit from aspects of both types of modality. Dialogical musical gatherings are shown as very powerful resources for working with music and emotional education. It is evident that there is a need to work on the development of emotional competencies in primary school students. It is also important to study the possibilities that music education can contribute to the development of emotional education at these ages.

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