Towards a quality framework for educational concerts in primary education: an analysis of key criteria based on expert judgement

Educational concerts constitute an established practice aimed at school audiences, encompassing formats that hybridize formal and informal learning. However, difficulties persist in defining a shared framework to guide their quality. This study analyzes, through expert judgement, the content validity of a set of criteria developed from a prior phase of integrative documentary analysis, with the aim of informing the quality of educational concerts in Primary Education. A modified one-round Delphi method was employed with a panel of 13 experts from three professional profiles: Primary Education teachers specialized in music education, specialists in pedagogy and research, and professionals in music mediation. Participants evaluated 18 criteria in terms of relevance and clarity, providing qualitative comments. The analysis combined quantitative indicators (mean, standard deviation, and percentage agreement) with content analysis. The results show a high level of agreement, but also reveal conceptual tensions regarding curricular alignment, intersectionality, and cultural authenticity. In addition, differences were identified in how educational concerts are understood in relation to their scope as a pedagogical device. The study provides an expert-informed framework of criteria that may guide the design, evaluation, and improvement of educational concerts and other music-educational initiatives involving the interaction of educational and cultural agents.