Artistic practices can be seen as a medium for critical reflection that ultimately generates knowledge. Hence its importance in the framework of Higher Education and its use for research (Pérez Arroyo, 2012; Calderón García & Hernández and Hernández, 2019), accounting not only for products, but also for processes. This interconnection between art, education and research is evident in both Arts-Based Educational Research and A / r / tography (Irwin & García, 2013; Marín-Viadel & Roldán, 2019, p. 887). In the context of these methodological perspectives, artistic practices of a visual nature are one of the main references. However, Arts-Based Research and A / r / tography can be developed in any artistic specialty (Marín-Viadel & Roldán, 2019, p. 881), including music and other types of sound materials.

This proposal uses soundscape, voice (and word), noise, silence, music and, ultimately, sound creation, in university teaching-learning processes. Thus, creation-based learning (Caeiro-Rodríguez, 2017) is also introduced in this experience. Specifically, the university students involved in the processes of artistic creation belong to the Degree in Social Education.

While artistic language can be a means to better understand the surrounding environment (Barone & Eisner, 2012) at the same time as for the transmission of social demands (Ricart & Paz, 2017), in this proposal it is used with the aim of giving visibility to groups of different kinds (from residents in centers for the elderly to people with functional diversity) and to heterogeneous contexts, situations, problems and / or social realities that, otherwise, would be hidden.