Main Article Content

Adolf Murillo Ribes
María Elena Riaño Galan
Noemy Berbel Gómez


Sound laboratory, educational spaces, sound creation, contemporary languages, pedagogical architectures


Purpose: In recent years, the interest in creating new educational spaces has increased substantially, aiming to influence the methods of learning of our students and to adopt new educational strategies. This article highlights the importance of the atmosphere when remodeling musical practices. Methodologically, when transforming a space, we do not only have to improve the physical architectures but also the pedagogical ones, as well as keeping the practices consistent with these changes. The MUSICLAB CR-209 "Sound laboratory" have been built in Valencia (Spain). This is a hybrid space designed especially for collaborative projects -teachers, artists, students and researchers- in which sound is treated as an element or raw material that can be molded and adapted to what each project demands. 

Methodology: The method used in our research was participatory action research. In order to submit the LAB to judgment, three artistic actions were designed and developed. 

Results: In this paper, the results showed the main strengths and weaknesses in the design of the space MUSICLAB CR-209 related to the synergies generated through musical practices: the connections established at an interpersonal level, the methodologies and artistic actions developed, the participation and the coordination between the different participants agents. The weaknesses found are related, not so much related to the space itself, but rather to the lack of experiences such as the one described. In this sense, certain barriers and resistances have had to be overcome by all the actors involved. 

Implications: In conclusion, we close with a positive vision and we think that this is a novelty experience that stand out for their creativity in the development of contemporary languages and highlight the importance the atmosphere in the educational processes. Our ultimate aim is to provide a proposal that might inspire music and artistic educators when building a new school model more in line with the demands of society s. XXI.


Download data is not yet available.


Metrics Loading ...
Abstract 29 | PDF Downloads 20 XML Downloads 2


1. Alcázar, A. 2010. “La pedagogía de la creación musical, otro enfoque de la educación musical”. Eufonía, 49: 81-92.
2. Alberich-Mistar, T. 2008. “IAP, mapas y redes sociales: desde la investigación a la intervención social”. Postularía, 8 (1), 131-151.
3. Amman, V, B. 2016. The relationship between architecture and Education for Sustainable Development (ESD). Space as a reactive factor within the pedagogical model
4. Augé, M. 1993. Los no lugares: espacios del anonimato. Barcelona: Gedisa.
5. Bingler, S. 1995. Place as form of Knowledge. In A . Meek (ed.), Designing places for learning (pp.23-30). Alexandria: Alexandria, Virginia: Association for Supervision and Curriculum Development.
6. Buchanan, R. 1992. “Wicked Problems in Design Thinking”. Design Issues, 8 (2), 5-21.
7. Boal, A. 1979. Theatre of the Oppressed (London: Pluto Press, 1979)
8. Calvo, A. H. 2016. Viaje a la escuela del siglo XXI: así trabajan los colegios más innovadores del mundo. Madrid: Fundación Telefónica.
9. Delalande, F. 1984. La Musique est un jeu d’Enfant. Paris: INA/Buchet-Chastel
10. Chevalier, J. M., y Buckles, D. J. 2013. Participatory action research. Londres: Routledge.
11. Ito, J. 2012. "Innovation on the Edges". Recuperado a partir de iso-innovation/-on-the-edges.
12. Nelson, H. & Stolterman, E. 2003. The Design Way: Intentional Change in an Unpredictable World: Foundations and Fundamentals of Design Competence. New Jersey: Educational Technology Publications.
13. Mokhtar, N, F. 2016. Creating Learning spaces with students for the third millennium. Bordón 68 (I) 61-82 ISSN: 0210-5934
14. Pardo, K. 2015. Opportunity Valley. Lecciones no aprendidas de treinta años de contracultura digital. Outliers School. Barcelona
15. Prakash, N. 2014. Blueprint for Tomorrow: Redesigning Schools for Students-Centered Learning. Harvard: Education Press.
16. Rittel, H. & Webber, M. 1973. “Dilemmas in a General Theory of Planning”. Policy Sciences, 4 (2): 155-169.
17. Rodari, G. 2002. Grámatica de la fantasía. Introdución al arte de inventar historias. Madrid: Booket
18. Steinbeck, R. 2011. “Building Creative Competence in Globally Distributed Courses Throug Desing Thinking”. Comunicar: Revista científica iberoamericana de comunicación y educación, (37): 27-35.
19. Tischler, L. 2019. Ide’s David Kelley on Desing Thinking. Fast Company
20. Vecchi, V. 2013. Arte y creatividad en Reggio Emilia. El papel de los talleres y sus posibilidades en educación infantil. Madrid: Morata.