Music teaching in Secondary School is very often seen as a possible career for a student with a degree in music from a Conservatory. This decision is not always the product of a vocation to teach. The Master in Secondary Education offers teaching tools that acquaint students with the reality of working in a secondary school, but it is clear that the time devoted to the didactics of music is insufficient to understand and assimilate an educational model that is completely different from the one they have experienced in the course of their professional training at one of the conservatories, since the methodology for teaching music in these institutions is based on teachers imparting their own material - individually, in most cases. The teaching of an instrument implies a series of very specific skills and competencies, and therefore the teaching model should not, under any circumstances, be the same as that of secondary school teachers, who work with groups and use a student-centred approach. As teachers of music for the Master in Secondary Education and knowing the teaching history of many music teachers, we propose to trace, investigate and give examples of teachers in secondary schools that have been able to adapt music education to the context and characteristics of the secondary school in which they teach. The aim, then, is to discover the essential qualities of the good teacher and good practices, because behind a practice, we will always find a theory. We also want to use this project to make these good practices known to the teaching community, and reveal the approaches to education that these teachers are continuing to develop, day after day, for their own personal and professional growth, keeping up to date through a process of continuous education so that they can use a methodology in the classroom that offers us significant methods of a different kind that characterise musical education today; methods that, because of their proven value in the practice of teaching and their educational benefits, can serve as reference for training teachers. With this in mind, a team of lecturers in the Master in secondary education, with the support of the research and scientific policy board of the university of Valencia, are undertaking a research project consisting of an in-depth study of secondary school music teachers whose work is recognised by the teaching community as constituting good practices, with results that have been clearly demonstrated by their application in different academic areas. This study presents the data obtained from qualitative research, in particular from a case study on the way in which the music curriculum has been taught in the classes of a secondary school teacher. The methods used are analysed in depth on the basis of ethnographic observation, in-depth interviews and an analysis of the documentary evidence.
