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A case study follows three 10-year-old students across an academic year using parallel activities in piano and ensemble curricula. Action research is supported by interviews, teachers’ diaries, and video recordings collected at multiple implementation points. Results indicate potential for classroom promotion of these competences, strengthening engagement and improving musical skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/active-listening-expressive-communication-and-cooperation-interconnections-with-music-learning/594050/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/active-listening-expressive-communication-and-cooperation-interconnections-with-music-learning/594050.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What three interpersonal competences does the study focus on?","Question",{"text":112,"@type":113},"The study focuses on active listening, expressive communication, and cooperation, and examines how they interconnect with music learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted in the conservatory setting?",{"text":117,"@type":113},"A case study involved three 10-year-old students. Activities were implemented across an academic year in parallel within the piano and ensemble curricula using an action research process.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence sources were used to collect qualitative data?",{"text":121,"@type":113},"Qualitative data were collected through interviews, the teacher’s diary, and video recordings at different points during implementation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594050,1792193076,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Active listening, expressive communication and cooperation  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nin music learning  \nEmilia Campayo-Muñoz1, Alberto Cabedo-Mas2 and David Hargreaves3  \n1 Department of Didactics of Languages, Arts and Physical Education, Complutense University of Madrid, Spain  \n2 Department of Education and Specific Didactics, University Jaume I, Castellon, Spain  \n3 School of Education, University of Roehampton, London, United Kingdom  \nAbstract  \nThis research aims to analyse three dimensions of the interpersonal competences – active listening, expressive communication and cooperation particularly – in students attending the third course of elementary piano studies in conservatories in Spain to find interconnections with music learning. The case study investigated three students, all 10 years old. The study involved the implementation of a set of activities intended to develop the interpersonal skills of students throughout an academic year. The activities were introduced in the piano and ensemble playing curricula in parallel with the musical tasks. The implementation was carried out through an action research process. Interviews, teacher’s diary and video recordings collected qualitative data at different points over the course of the implementation. The study identifies potential for promoting active listening, expressive communication and cooperation within the classroom to enhance students’ engagement with music and therefore, to improve musical skills.  \nKeywords: Conservatories of music, musical performance, emotional skills, interpersonal skills, music education.  \nIntroduction  \nThe educational practices developed in music conservatories are often based on traditional methodologies, which usually focus on the intellectual and technical-interpretative aspects of performance (Pozo, Bautista & Torrado, 2008), at the expense of emotional issues (Campayo & Cabedo, 2017a). However, a growing number of studies suggest that the development of the individual’s emotional skills could have a positive impact on their performance and well-being (Goleman, 1996; Haymovitz, Hauseal-Allport, Lee & Svistova, 2018; Miyamoto, Huerta & Kubacka, 2015). Music conservatories may provide suitable environments for working with these skills, given the inherent connection between music and emotion (Juslin & Sloboda, 2013).  \nEmotional skills – the ability to be aware of our emotions and manage them appropriately in everyday circumstances – can be divided into  \ninterpersonal or social skills and intrapersonal or personal skills (Bisquerra & Pérez, 2007). This paper focuses on interpersonal skills, which are defined as the capability of understanding others and influencing them according to our own intentions (Hernández, 2002).  \nAlthough there is a research literature on the effect of emotional development on academic performance at different levels of general education (e.g. Barchard, 2003; Extremera Pacheco & Fernández-Berrocal, 2004; Gil-Olarte, Palomera & Brackett, 2006; Inglés, Benavides, Redondo, García-Fernández & Ruiz-Esteban, 2009; Parker, Summerfeldt, Hogan & Majeski, 2004; Pérez & Castejón, 2007; Petrides, Frederickson & Furham, 2004) and on music education in the secondary school (Marín & León, 2009), this subject has not been addressed in the context of music conservatories (Campayo & Cabedo, 2017a; Nagel, 2009; Stern, Shalsa & Hofmann, 2012).  \nAustralian Journal of Music Education 63  \nMusic education and interpersonal skills  \nThere is a bidirectional relationship between music education and the development of interpersonal skills: music education provides an excellent forum for the enhancement of interpersonal skills (Kirschner & Tomasello, 2010), especially when students play music together (Edgar, 2013; Pellitteri, 2006). On the other hand, interpersonal skills are particularly important in music education (Gooding, 2009; Jacobi","cbCaiubt0Jaq51As","https://ap.wps.com/l/cbCaiubt0Jaq51As","pdf",140460,11,"English","# Introduction\n## Emotional skills and interpersonal skills\n## Music education and interpersonal skills\n## Active listening\n## Musical expression","[{\"question\":\"What three interpersonal competences does the study focus on?\",\"answer\":\"The study focuses on active listening, expressive communication, and cooperation, and examines how they interconnect with music learning.\"},{\"question\":\"How was the research conducted in the conservatory setting?\",\"answer\":\"A case study involved three 10-year-old students. Activities were implemented across an academic year in parallel within the piano and ensemble curricula using an action research process.\"},{\"question\":\"What evidence sources were used to collect qualitative data?\",\"answer\":\"Qualitative data were collected through interviews, the teacher’s diary, and video recordings at different points during implementation.\"}]","Active listening, expressive communication and cooperation - Interconnections with music learning | PDF",1792078440,28]