Abstract

In Spain, Artistic Education lost its mandatory status in Elementary Education with passing of the Organic Law for Improvement of Educational Quality [LOMCE], relegating the curricular decision in the Autonomous Communities. This study aims to establish realization of provisions of LOMCE, on Music Education in different communities and explain the problem of curricular dispersion between approaches to, efficiency-based and humanistic education. The study is qualitative, of social critical design, and its model corresponds to didactic engineering. The results show that communities make efforts to teach the subject beyond rules set by LOMCE, therefore, the communities show educational intentions to include Artistic Education and particularly to Music Education, in compulsory and universal forms in the curriculum of Elementary Education, from a position based on international key competencies.