Cantatutti Inclusive Choir

A model of educational and social innovation through music

Authors

DOI:

https://doi.org/10.25659/rpem.v152i.61

Keywords:

choral singing, music-social practices, accessibility, inclusive musical practices, social inclusión

Abstract

This article presents the Cantatutti Inclusive Choir project as a model of educational and social innovation based on music-social practices. Using the frameworks of inclusive education and participatory musical action, it analyzes how the project articulates multimodal artistic expression—voice, Spanish Sign Language, and movement—with pedagogical strategies focused on accessibility, participation, and well-being. The choir brings together a highly diverse group and develops initiatives such as adapted rehearsals, specialized workshops, a virtual classroom, accessible concerts, and collaborations with organizations working with vulnerable groups. Evidence shows that participation strengthens musical, communicative, and socio-emotional skills, as well as fostering a sense of belonging, autonomy, and meaningful community ties. The project also contributes to advancements in polyphonic sign language, expanding the possibilities for artistic accessibility. Although challenges related to sustainability and volunteer management persist, the choir is a prime example of how music can promote inclusion and social transformation in educational and cultural contexts.

Author Biographies

María-Belén López-Casanova, Universidad de Zaragoza (España)

M. Belén López Casanova holds a PhD from the Department of Educational Sciences at the University of Zaragoza. She is a tenured professor in the Department of Musical, Visual, and Bodily Expression at the University of Zaragoza. She has an advanced degree in solfège and music theory. She is the director of the postgraduate program in music therapy at the University of Zaragoza. She is the founder and coordinator of the inclusive choir Cantatutti at the University of Zaragoza. She is the co-director of the Chair: Music and Inclusion for Social Change. She is a collaborating member of the ETNOEDU research group.

Icíar Nadal-García, Universidad de Zaragoza

Icíar Nadal García holds a PhD in Philosophy and Letters from the University of Zaragoza. She has advanced degrees in Music Pedagogy, Choral Conducting, and Orchestral Conducting. She is a tenured professor in the Department of Musical, Visual, and Physical Expression at the University of Zaragoza. She is a member of the EducaViva Research Group. She is the founder and coordinator of the inclusive choir Cantatutti at the University of Zaragoza. She is also the co-director of the Chair: Music and Inclusion for Social Change.

 

Borja Juan-Morera, Sibelius Academy (Finland

PhD in Education from the University of Zaragoza. Advanced Diploma in Piano from the Higher Conservatory of Music of Aragon. Awarded Best Final Project in the Master's Program in Predoctoral Research, University of Zaragoza. Member of the EducaViva Research Group: Education and Psychological Processes. Director and founder of the inclusive choir Cantatutti at the University of Zaragoza. For eight years, he was director of the Ruta Quetzal BBVA Ensemble and Choir, performing in various venues in Europe and Latin America. He is currently conducting research with a Mari Curi grant at the Sibelius Academy in Helsinki, Finland.

References

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Capa RPEM 2026

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Published

2026-03-18

How to Cite

López-Casanova, M.-B., Nadal-García, I., & Juan-Morera, B. (2026). Cantatutti Inclusive Choir: A model of educational and social innovation through music. Portuguese Journal of Music Education, 152, e61. https://doi.org/10.25659/rpem.v152i.61

Issue

Vol. 152 (2026): Portuguese Journal of Music Education

Section

Best practices

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Copyright (c) 2026 Portuguese Journal of Music Education

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This work is licensed under a Creative Commons Attribution 4.0 International License.

This work is licensed under a Creative Commons Attribution 4.0 International License.