摘要：AbstractIn this paper, we present an educational experience developed at the University of Granada whose aim was to provide students taking the new degree in Music Education (Primary Education) with different methodological strategies which would enable them to learn in a much more active and critical way, whilst also encouraging a reflection on the teaching-learning processes of which they are the protagonists. Through an innovative methodological approach, we sought to help students taking the third year subjectMusic in Primary Educationto create and develop their own code for musical writing, thus encouraging imagination, experimentation and autonomous learning in the context of significant learning. Understanding musical language as a tool to perceive, analyse and better understand the world we live in represents an innovative resource that has allowed our students to acquire not only the professional competences that are part of their specialized field but also the specific contents related to music education that they will need to work as teachers in primary education.
