Session Information
20 SES 03 A, Music Education and Intercultural Education
Paper Session
Contribution
European social reality is moving increasingly toward a multicultural, this actually materializes in the school context. From Teacher Training at the University of Barcelona, as it promotes cooperative learning, teacher of the future adaptation to a changing society and multiculturalism. Is that the new education law makes education teacher in a kindergarten and primary mediator of the activity in the classroom, an activity must be meaningful and stimulate the development potential of all students. Physical education classes today calls for a thorough preparation in the teacher where the procedures and resources must constantly adapt to this reality .
From the area of physical education has been taken into account the benefit of music as a teaching resource, as a basic component of support in the learning process and, ultimately, as a motivator. In the multicultural classroom, music as language becomes non-verbal means of communication accessible to everyone by stimulating the motor and expressive potential of students. Also the social dimension of music and the art of movement have, add value to the physical and emotional experience. (Bisquerra, 2009)
Overall we could say that music and movement precipitated the cognitive process (skills of observation, perception, cognitive and retention) while promoting the identification and expression of emotions and thus the self-knowledge, making affordable identification of problems or virtues associated with emotions that affect learning (Albornoz, 2008).
Do not forget that a plural reality may be affected in the learning process is essential to open field of communicative possibilities that the future teacher should explore with the aim of promoting physical activity and the expression genuine and proper meaning.
We asked ourselves whether it is possible to carry out those purposes with success when teachers should develop not possess specific knowledge on the subject, as it seeks to use as a tool. In this case assumes the need for a specific competition, musical, which will allow its use. Sometimes the teacher will be aware and know to recognize the problem that is presented to try and use the music without having acquired basic knowledge about it (Garcia Parra, M., 2004).
So the problem that causes us to raise a proposal is innovative and creative work: How should be the training of future teachers to enable them to consciously use the music in the area of Physical Education?
The question leads us to formulate a major objective of innovation in our proposal:
Prepare a draft educational experience in graduate studies of early education, based on the development of joint related to music and movement.
Method
Expected Outcomes
References
Albornoz, Y. (2008) Emoción música y aprendizaje significativo. Educere: Artículos arbitrados p. 67-73. Bachmann, M.L. (1998) La rítmica Jaques-Dalcroze. Una educación por y para la música. Madrid:Piràmide. Barenboim, D (2007) El sonido es vida. El poder de la música. Barcelona: Belacqva Bisquerra, R (2009) Psicopedagogía de las emociones. Madrid: Síntesis. Brice, M (2003) Pédagogie de tous les possibles... La Rythmique Jaques-Dalcroze.Gèneve: Éditions Papillon. Fraisse, P.(1976) Psicología del ritmo. Madrid: Morata. García Parra, M. M.; Ureña Villanueva, F.; & Antúnez Medina, A. (2004). “Utilización de la música en Educación Física: principales problemas”. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte. vol. 4 (16) pp. 286-296. Gil Madrona, P. P. V., Juan Carlos. (2003). Actitudes multiculturales exteriorizadas en educación física: el estudio de un caso y la educación emocional como respuesta. 14, 1130-2496. Jaques-Dalcroze, E. (1909) « L’education par le rythme ». Le rythme nº7 Gèneve p 63-67. (1919) « La rythmique et la plastique animée » en Jaques-Dalcroze Le rhythme, la musique et l’education. Lausanne: Foetish frères S.A.editeurs. Levitin, D.J. (2008) Tu cerebro y la música. Barcelona: RBA. Malbrán, S (2007) El oído de la mente. Madrid: Akal, Didáctica de la música. Moog, H (1976) The musical experience of the pre-school child. Londres: Schott Riveiro, L (1996) Música y Movimiento. Relaciones entre los parámetros musicales y el movimiento corporal. En Aspectos Didácticos de Música. Zaragoza: Instituto de Ciencias de la Educación. Universidad de Zaragoza. Ruckmick, Christian A. (1927). "The Rhythmical Experience from the Systematic Point of View". The American Journal of Psychology. 39 (4): 356-366. Schinca, M (1989) Psicomotricidad, ritmo y expresión corporal Madrid: Editorial Escuela Española, S.A Stokoe, P y Schächter, A (1979) La expresión corporal. Barcelona:Paidós. Storr, A (2002) La música y la mente. Barcelona:Paidós Vásquez, B. (1989) La Educación Física en la Educación Básica. Madrid: Ed. Gymnos. Willems, E. (1994) El valor humano de la Educación Musical. Barcelona: Paidos.
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