DOI

10.22550/2174-0909.3926

Abstract

The aims of this work have been to identify the main journals with the highest scientific production of Spanish authorship on music education, to establish a ranking of the most cited articles and Spanish authors with the highest number of scientific contributions and to determine the most researched trends in music education over time in Spain. For the configuration of the sample, all articles by Spanish authors published in the WoS and Scopus databases (peer-reviewed) from 1978 to 2022 were selected. The final sample reached 1001 articles, 1372 authors and 293 journals. The analysis of the information was based on productivity and dispersion indicators (Price’s, Bradford’s and Lotka’s bibliometric laws), impact indicators (JIF, H index) and collaboration, scientific mapping and the multivariate technique of multiple correspondence factor analysis. The results reveal an annual growth rate of music research by Spanish authors of 11.96 %, with higher growth starting 2000, which becomes exponential since 2010. An asymmetrical productivity was found in both journals and authors, with many articles being concentrated in a small group of journals and authors. It was also observed that the most relevant research trends in music education until 2022 were related to: methodology, teacher training, technology, creativity, innovation, performance, emotions, music therapy, interculturality and inclusive education.

Referencias | References

Anglada-Tort, M., & Sanfilippo, K. R. M. (2019). Visualizing music psychology: A bibliometric analysis of psychology of music, music perception, and musicae scientiae from 1973 to 2017. Music and Science, 2, 1-18. https://doi.org/10.1177/2059204318811786

Ardanuy, J. (2012). Breve introducción a la bibliometría [A brief introduction to bibliometrics]. Universitat de Barcelona. https://diposit.ub.edu/dspace/bitstream/2445/30962/1/bre- ve %20introduccion %20bibliometria.pdf

Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11 (4), 959-975. 10.1016/j. joi.2017.08.007

Aróstegui, J. L. (2016). Exploring the global decline of music education. Arts Education Policy Review, 117 (2), 96-103. http://dx.doi.org/10.1080/10632913.2015.1007406

Bautista, A., Wong, J., & Cabedo-Mas, A. (2019). Music teachers’ perspectives on live and video-mediated peer observation as forms of professional development. Journal of Music Teacher Education, 28 (3), 28-42. https://doi.org/10.1177/1057083718819504

Blackwell, J., Matherne, N., & McPherson, G. E. (2023). A PRISMA review of research on feedback in music education and music psychology. Psychology of Music, 51 (3), 716-729. 10.1177/03057356221109328

Bonastre, C., & Nuevo, R. (2020). Learning strategies on musical expression in higher education and emotional intelligence. Revista Internacional de Educación Musical, 8 (1), 43-51. 10.1177/2307484120956515

Cabedo-Mas, A., Moliner-Miravet, L., Campayo-Muñoz, E., Macián-González, R., & Arriaga-Sanz, C. (2023). Impact of group music-making on social development: A scoping review. Journal for the Study of Education and Development, 46 (2), 352-384. 10.1080/02103702.2 023.2173384

Calderón, D., & Gustems, J. (2018). Anàlisi bibliomètrica de la producció científica sobre educació musical en el període 2007-2016 en revistes incloses en JCR [Bibliometric analysis of the scientific production on music education in the period 2007-2016 in journals included in JCR]. BiD: Textos Universitaris de Biblioteconomia i Documentació, 41. http://dx.doi.org/10.1344/BiD2018.41.9

Chao-Fernández, R., Vázquez-Sánchez, R., & Felpeto-Guerrero, A. (2020). Audacity como herramienta para la creación de materiales educativos. Una aproximación a través del MOOC “Música para el siglo XXI” [Audacity as a tool for the creation of educational materials. An approach through the MOOC “Music for the 21st century”]. Revista Latinoamericana de Tecnología Educativa-RELATEC, 19 (1), 121-137. 10.17398/1695-288X.19.1.121

Colás-Bravo, P., & Hernández-Portero, G. (2023). Relationship between the use of ICT in secondary education music teaching and teachers’ beliefs. Education in the Knowledge Society, 24, e28509. 10.14201/eks.28509

Cores, A., & Rodríguez J. (2023). Analysis of cultural heritage in music didactic materials in Galicia. International Journal of Music Education, 41 (2), 241-255. https://doi. org/10.1177/02557614221107915

Cuadrado-García, M., Montoro-Pons, J. D., & Miquel-Romero, M.-J. (2023). Music studies as cultural capital accumulation and its impact on music genre preferences. International Journal of Music Education, 41 (1), 38-51. https://doi.org/10.1177/02557614221092417

Cuccurullo, C., Aria, M., & Sarto, F. (2016). Foundations and trends in performance management. A twenty-five years bibliometric analysis in business and public administration domains. Scientometrics, 108, 595-661. https://doi.org/10.1007/s11192-016-1948-8

Cuervo, L., Bonastre, C., Camilli, C., Arroyo, D., & García, D. (2023). Digital competences in teacher training and music education via service learning: A mixed-method research project. Education Sciences, 13 (459), 1-24. https://doi.org/10.3390/educsci13050459

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. 10.1016/j.jbusres.2021.04.070

Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105 (3), 1809-1831. 10.1007/ s11192-015-1645-z

Fernández-Barros, A., Duran, D., & Viladot, L. (2023). Peer tutoring in music education: A literature review. International Journal of Music Education, 41 (1), 129-140. ht tps://doi.org/10.1177/02557614221087761

García-Gil, D., & Cremades-Andreu, R. (2019). Flipped classroom en educación superior. Un estudio a través de relatos de alumnos [Flipped classroom in higher education. A study of student statements]. Revista mexicana de investigación educativa, 24 (80), 101-123. https://www.scielo.org.mx/scielo.php?script=sci_arttex- typid=S1405-66662019000100101

Hancock, C. B., & Price, H. E. (2020). Sources cited in the Journal of Research in Music Education: 1953 to 2015. Journal of Research in Music Education, 68 (2), 216–240. 10.1177/0022429420920579

He, J., Wing, C. K., & Hoe, T. W. (2023). The cultivation of children’s musical creative practical competency: A literature review. Thinking Skills and Creativity, 48 (1), 101309. 10.1016/j.tsc.2023.101309

Levine, Z., Campbell, M., Adil, A., Kruger, S., & Alter, D. A. (2023). The 50-year proliferation of music medical science research: A bibliometric review. Music and Medicine, 15 (1), 48-51. 10.47513/mmd.v15i1.903

Li, K., Weng, L., & Wang, X. (2021). The state of music therapy studies in the past 20 years: A bibliometric analysis. Frontiers in Psychology, 12, 1-14. https://doi.org/10.3389/fpsyg.2021.697726

Lorenzo, M. (2020). Las escuelas de música y los proyectos musicales socioeducativos y comunitarios. Modelos educativos, retos y contextos [Music schools and music socioeducational and community projects. Educational models, challenges and contexts]. Artseduca, 27, 36-52. https://doi.org/10.6035/Artseduca.2020.27.3

Lorenzo, O., Cárdenas, R. N., Soares-Quadros, J. F., & Ortiz-Marcos, J. M. (2023). Curriculum and training analysis of the music degrees in Colombia. International Journal of Music Education. https://doi.org/10.1177/02557614231152310

Mantie, R. (2022). Struggling with good intentions: Music education research in a post-world. Research Studies in Music Education, 44 (1), 21-33. https://doi.or g/10.1177/1321103X211056466

Marín-Liébana, P., & Botella Nicolás, A. M. (2020). Las preferencias musicales de los estudiantes de 5.º y 6.º de educación primaria. Una oportunidad para implementar un enfoque de tipo sociocrítico [Musical preferences of 5th and 6th grade primary school students. An opportunity to implement a socio-critical approach]. Revista Internacional de Educación Musical, 8 (1), 15-24. https://doi.org/10.1177/2307484120956512

Marín-Suelves, D., Gabarda, V., & Cuevas, N. (2022). Educación musical y tecnología: tendencias en investigación [Music education and technology: Trends in research]. Revista Electrónica Complutense de Investigación En Educación Musical, 19, 275-286. 10.5209/ reciem.74693

Martín-Martín, A., Orduna-Malea, E., Thelwall, M., & Delgado, E. (2018). Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories. Journal of Informetrics, 12 (4), 1160-1177. https://doi.org/10.1016/j.joi.2018.09.002

Mateu-Luján, B. (2020). La educación musical en España dentro del currículo obligatorio de educación secundaria. Estudio comparado entre comunidades autónomas [The music education in Spain within the compulsory curriculum of secondary education. A comparative study among the autonomous communities]. Revista Española de Educación Comparada, (37), 338-354. 10.5944/ reec.37.2021.27541

Monreal-Guerrero, I. M., & Herrero, S. (2023). YouTube as informal music learning resource for teenage users. Systematic review. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades, 18 (3), 1-14. 10.37467/revhuman.v18.4886

Montiel-Guirado, E., & Clares-Clares, E. (2023). Ansiedad escénica en estudiantes de enseñanzas profesionales de música [Scenic anxiety in professional music education studies learners’]. Revista Electrónica de LEEME, 51, 1-15. 10.7203/LEEME.51.24337

Morales, A., Ortega, E., Conesa, E., & Ruiz-Esteban, C. (2017). Análisis bibliométrico de la producción científica en educación musical en España [Bibliometric analysis of academic output in music education in Spain]. Revista Española de Pedagogía, 75 (268), 399-414. https://doi. org/10.22550/REP75-3-2017-07

Olvera-Fernández, J., Montes-Rodríguez, R., & Ocaña-Fernández, A. (2023). Innovative and disruptive pedagogies in music education: A systematic review of the literature. International Journal of Music Education, 41 (1), 3-19. 10.1177/02557614221093709

Özenç-Ira, G., & Gültekin, M. (2022). Making interdisciplinary connections through music: A systematic review of studies in general schooling context in Turkey. International Journal of Music Education, 41 (4), 631–650. https://doi.org/10.1177/02557614221137867

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., […] & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372 (71). 10.1136/bmj.n71

Rodríguez-Quiles, J. A. (2023). The conservatories of music facing the challenges arising from the pandemic. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades, 18 (1), 1-18. https://doi.org/10.37467/revhuman.v18.4859

Rohwer, D. A. (2018). A content analysis of the International Journal of Community Music, 2008-18. International Journal of Community Music, 11 (3), 353-362. https://doi. org/10.1386/ijcm.11.3.353_1

Serrano, R. M. (2017). Tecnología y educación musical obligatoria en España: referentes para la implementación de buenas prácticas [Technology and compulsory music education in Spain: References for the implementation of good practices]. Revista Electrónica Complutense de Investigación en Educación Musical, 14, 153-169. http:// dx.doi.org/10.5209/RECIEM.54848

Silva-Díaz, F., Fernández-Ferrer, G., Vásquez-Vilchez, M., Ferrada, C., Narváez, R., & Carrillo-Rosúa, J. (2022). Tecnologías emergentes en educación STEM. Un análisis bibliométrico de las publicaciones en Scopus y WoS (2010-2020) [Emerging technologies in STEM education. A bibliometric analysis of publications in Scopus y WoS (2010-2020)]. Bordón. Revista de Pedagogía, 74 (4), 25-44. 10.13042/Bordon.2022.94198

Van Eck, N. J., & Waltman, L. (2017). Citation-based clustering of publications using CitNetExplorer and VOSviewer. Scientometrics, 111 (2), 1053-1070. 10.1007/ s11192-017-2300-7

Vargas-Serrano, A., Luque, A., Sandri, P., & Morales-Cevallos, M. B. (2023). Music in Spanish schools, high schools and conservatories: Educational response strategies against the Covid-19 pandemic. IJERI: International Journal of Educational Research and Innovation, (19), 123-134. ht tps://doi.org/10.46661/ijeri.7001

Vélez-Estévez, A., Perez, I. J., García-Sánchez, P., Moral-Muñoz, J. A., & Cobo, M. J. (2023). New trends in bibliometric APIs: A comparative analysis. Information Processing and Management, 60 (4), 103385. https://doi.or g/10.1016/j.ipm.2023.103385

Verma, M. K., Khan, D., & Yuvaraj, M. (2023). Scientometric assessment of funded scientometrics and bibliometrics research (2011-2021). Scientometrics, 128 (8), 4305-4320. 10.1007/s11192-023-04767-6

Zupic, I., & Čater, T. (2015). Bibliometric methods in management and organization. Organizational Research Methods, 18 (3), 429-472. 10.1177/1094428114562629

Author Biography

Gregorio Vicente-Nicolás. He has the qualifications of diploma in General Basic Education, conservatory teacher (percussion specialism), licentiate degree in Musicology, and doctorate in Pedagogy (European mention) from the Universidad de Murcia. He is currently associate professor in the Area of Didactics of Musical Expression at the Universidad de Murcia and teaches on undergraduate and postgraduate programmes in the Faculty of Education. His research interests centre on two interrelated lines: (1) music and movement and (2) music education. Both lines include various articles, book chapters, innovation and research projects, and supervising doctoral theses, as well as conference papers, and lectures at different universities in Spain and in countries such as Japan, Finland, and India.

https://orcid.org/0000-0001-6882-6157

Judith Sánchez-Marroquí. Early-childhood education teacher, licentiate degree in Educational Psychology (end of degree prize), professional degree in Music (guitar speciality), and doctorate from the Universidad de Murcia. Her main research interests are music in early-childhood education and music and didactic resources. She currently works at a public early-childhood education centre, where she is also a music teacher. She has published works in journals specialising in music education such as Music Education Research and the British Journal of Music Education.

https://orcid.org/0000-0002-9524-8986

Citación recomendada | Recommended citation

Vicente-Nicolás, G., & Sánchez-Marroquí, J. (2024). Bibliometric study of the scientific production of music education in Spain (1978-2022) [Estudio bibliométrico de la producción científica de educación musical en España (1978-2022)]. Revista Española de Pedagogía, 82(287), 37-54. 10.22550/2174-0909.3926