Comparative analysis of the implementation of the Music Education syllabus at the Primary School stage according to the LOMLOE in the different Spanish Autonomous Communities. Exploring the construct of creativity

The LOMLOE has made significant changes in the structure of the educational system, especially affecting the teaching of Music Education at the Primary stage. This article conducts a qualitative analysis through a documentary review of the current regulations in different regions. Its main objective is to understand the position of music education across the country and determine the learning objectives sought in students. Additionally, possible educational differences based on geographical location are examined. The study focuses on curriculum components and time allocation, with special emphasis on the construct of creativity as a means to enhance autonomy, musical comprehension, and expression in students, as well as their overall development. Furthermore, through the review of legislative texts, potential implications that will impact the future of Music Education in this educational stage are identified. The disparity in the full implementation of all the proposals in the regulation and the challenging attempt to reconcile school time with creative time is evident.