Expanding Conventional Music Literacy Soundscape, Improvisation, and ICT in Prospective Teacher Training

Today, music education should advocate for an interdisciplinary focus that goes beyond the traditional vision of the phenomenon of sound as a technical-instrumental language associated with reading a score and re-sponds to how we currently consume music, the didactic possibilities of sound in connec-tion with other curricular content, and current resources for audio experimentation linked to the digital environment. This article arises from the paradigm change resulting from the so-called creative methods of the 1970s and focuses its implementation on a module from the Master’s Degree in Primary Education at the University of Oviedo: Music and Its Application in Teaching. We begin by reviewing the theoretical rationale for the subject’s development. Then, we explore several resources that we apply in classroom practice, such as soundscape, improvisation, or the use of interactive ICT for creating and visualizing sound. The final section analyses the use of these tools in a set of 13 teaching units that students completed as the final project of the module in 2021-2022. The aim was to learn how students approach audio experimentation to teach varied content from the Primary curriculum, among other things such as strategies proposed by students to pay attention to diversity or select specific digital tools in their musical-didactic proposals, bearing in mind the areas of music education covered in their units.