THE COLLABORATIVE CONCERT: AN INDIRECT APPROACH TO CULTURAL HERITAGE THROUGH SOCIAL LEARNING AND CHORAL SINGING
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Abstract
This exploratory case study examines the educational programme Cantar nos une, analysing a pedagogical model of indirect engagement designed to connect primary and secondary students with the intangible cultural heritage of the Misteri d’Elx, recognised by UNESCO in 2001. The aim was to understand how interaction with peer models, mediated through collective musical practice, is associated with changes in knowledge, attitudes, and affective attachment towards heritage. To this end, a single-case mixed-methods design was employed, implementing pre- and post-test measurements with a group of 385 students (ages 9–14). Participants worked on a repertoire of popular choral pieces and shared a final collaborative concert with the Escolanía del Misteri, which served as a peer model. Quantitative results obtained through ad hoc questionnaires showed statistically significant increases (p < .001) in heritage knowledge, motivation towards choral singing, and sense of local identity. Qualitative analysis of the open-ended responses revealed that social connection with the Escolanía was a central mechanism, generating admiration and a desire for emulation. It is concluded that the indirect approach model—based on social learning and emotional transfer facilitated through a positive musical experience—constitutes an effective strategy for fostering affective appropriation of heritage, particularly when the heritage in question entails high technical complexity.
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