Conference:
ECER 2008
Format:
Paper
Session Information
20 SES 07, Curriculum Developments
Paper Session
Time:
2008-09-11
15:30-17:00
Room:
A1 314
Chair:
John Willumsen
Contribution
Music is important in the human integral education. Across her it can go so far how to obtain results of progress in situations that go beyond his specific content of melody and rhythm.
In the city of Barcelona numerous Asian and Latin American communities are established in addition to the Europeans also represented.
Many members of the above mentioned communities take their chilldren to the infantile and/or primary school in precarious conditions since they have no knowledge of the language and neither of the customs of the country in which they have just been established. Pupils feel rooted out and lacking in interest, which affects to a good result in his learning.
Teachers thought in that would be adapted to use an artistic aspect of the curriculum how it is the music to prepare some materials that were contemplating the diversity of each of the above mentioned Communities.
An initial proposal did thought to be applied in the schools of the city of Barcelona that present problems produced for the arrival during the school course of children proceeding from different countries.
The above mentioned proposal departs from the hypothesis of which the music, songs and/or dances as activity, is a basic tool in the inclusive school to obtain better results in multicultural classrooms.
There was taken the decision to work with the teachers who were feeling attracted for the project they were or not affected by the problems of multicultural classrooms in his schools.
There were prepared materials that were allowing from an activity musical criterion to work the different areas of the curriculum, especially language, allowing, across the songs that were selected, the work on the oral language in the grade that was considered more adapted to the age and utility of the pupils.
After preparing the materials, one gave to every teacher a finished dossier so that they were using it in his schools. The experimental work had been programmed for the last semester of the school course in order to do an evaluation of results of learning that were allowing to design a material to use from the following school course.
To that end it was thought about an initial sample of three schools placed in different districts of the city to do an observation about how the prepared materials were applied and that turned out they were giving, so much of progress in learning and in the acquisition of better attitudes and social habits too.
The school that we will name A placed in the neuralgic centre of the city in the district of “ Ciutat vella ” receives emigrant children of class average - fall in almost the totality of his capacity.
The school B placed in part high of city, receives infantile population of middle class with little number of emigrants.
The school C placed in the north periphery of Barcelona receives emigrant children of social high class.
To realize the pursuit of the experience there were prepared rules of observation that could be adapted to the needs of use but that had to be applied to three schools.
In this document we present the first report of results in the where appears how the music transcending borders and changes the origin of a pre-established idea of work.
Method
Methodology used is Study of cases.
Have prepared instruments as rules of observation that can be re-arranged during experimental proces.
Music sources used: songs and dances from different countries
Instruments for analysis of sources are used too.
Expected Outcomes
Expected outcomes about better results of learning process.
In the end of experimental period we need re arrange our work because music transcending borders and the results
References
Arnáiz Sánchez, P. (2003). Educación inclusiva: una escuela para todos. Archidona, Málaga: Ediciones Aljibe. Essomba, M. A. (2005) La atención a la diversidad en Catalunya. Vic Eumo Salend, S. J. (2008). Creating inclusive classrooms: effective and reflective practices. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Villa, R. A., & Thousand, J. S. (1995). Creating an inclusive school. Alexandria, Va: Association for Supervision and Curriculum Development. Wade, S. E. (2000). Inclusive education a casebook and readings for prospective and practicing teachers. Mahwah, N.J.: L. Erlbaum Associates.
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