20 SES 08, Identity through Stories: Benefits from self-performing
In the current Spanish sociocultural context, adolescents face the challenge of shaping their values, beliefs and attitudes that will allow them to confront adulthood without the encumbrance of the stereotypes of this age. It is also important to consider the musical preferences of adolescents, because musical styles are connected with ideology, appearance, dressing style and actions as particular stereotypes (MacDonald, Hargreaves, and Miell, 2017). This scenario must be considered as the starting point of this study in order to define the relation between music, the individual, and society (Rentfrow and Gosling, 2007; Reeves, Gilbert, and Holman, 2015).
According to Kurtz-Costes, Copping, Rowley and Kinlaw (2014), stereotypes might be defined as knowledge shared between particular social groups, reflecting or not the characteristics of those mentioned social groups. As an individual develops, these stereotypes can increase, considering experiences in different social situations, where adults support such beliefs in a conscious or unconscious way. Focusing on stereotypes during adolescence, a young person can afford certain physical and psychic changes; while at the same time pursue the interest of gathering with people sharing particular characteristics, such as the same concept of image, fashion, and pop culture. That is to say, the beginning of a self-identification with specific external signs such as a way of dressing, hair cut, or music preferences.
An example one might consider as a model of how stereotypes can be generated is Reggaeton. It is an example of a mass musical style from the nineteen nineties from Latin America to The United States and Europe. Besides its clear influences of Reggae, Rap, Salsa, Merengue, Pop and Electronic music, it maintains a distinct sexist and violent character (Ceballos, 2010). It emerges, among other styles, from the dominant forms of the patriarchal system. It leaves women in a position of inequality and has the ability to reinforce negative stereotypes (De Toro, 2011).
Based on these ideas, this project aims to study the role of music during adolescence, and analyse the influence of musical preferences in the creation and consolidation of stereotypes. We should understand the questions and future challenges emerging from education as a way to improve tolerance, respect and equality. Innovative proposals will be implemented in the music classroom fostering social coexistence.
Musical preferences and stereotypes were analysed through a survey study, with a questionnaire elaborated ad hoc for secondary education students and adapted from Herrera, Cremades, & Lorenzo (2010). This questionnaire was answered by 1020 young people from Moratalaz district Secondary Schools. The second phase, after the analysis of data emerged from the questionnaires, was an educational program focusing on the Urban Popular Music composition. Styles emerged from the questionnaires considering the gender preferences (Pop or Heavy Metal). Data gathered from the different video recorded lessons were triangulated with the interviews (5) and Focus groups (7). Video was used as a data gathering instrument, allowing us to develop a differentiated multisensory analysis from different perspectives (Harris, 2016, p.10). Different video cameras were used with the aim of gathering the (1) participant observation, (2) non participant observation and (3) student perspective. There were 4 bands participating (3 existing and 1 new). Each band worked in a differentiated space in the creation of a song in the style chosen according to their preferences. There were recognized invited artist guiding the creative process and audio-visual professionals recording the process.
The results show us how Popular music in the workshop promotes creativity, motivation and positive emotions, between others; particularly from the perspective of equality, tolerance from which the participants identified themselves. Pop, Rap and Reggaeton were the most listened to styles, corroborating similar studies developed in the EEUU such as Filmer-Sankey, et al. (2005), which pointed out Pop, Rap and Rhythm and Blues. These styles are preferred in the creation of their own music (Lage & Creamades, 2017). Depending on the genre, women preferred Pop, Flamenco, Dance, Dembow, Etnic, Salsa, Bachata and Reagueton. It shows us an interest for music tendencies (Lorenzo, Herrera, & Cremades, 2011). Boys preferred Heavy, Techno and Jazz. Pop and Heavy were the styles worked at the workshop. Regarding the sociocultural stereotypes, we confirmed a link between the evolutionary stage they are immersed in, with their personality, behaviour, values, generation, in relation with their peers. However, they pointed out the little importance of gender with those aspects. This work has attempted to show that the preferences young people of the district demonstrate are a medium to develop gender equality and tolerance through their own music.
De Toro, X. (2011). Métele con candela pa’ que todas las gatas se muevan. Identidades de género, cuerpo y sexualidad en el reggaetón. Revista Punto Género, 1, 81-102. Ceballos, L. (2010). El Reggaeton y sus efectos en la conducta de los adolescentes. En F. Kop (Ed.), 32 Ensayos Contemporáneos. Edición V (pp. 41-45). Buenos Aires: Imprenta Kurz. Filmer-Sankey, C., Pye, D., White, K., y Taggart, G. (2005). Participation in ensemble music making by young people of minority origin. Final report. UK: National Foundation for Educational Research. Retrieved by http://network.youthmusic.org.uk/sites/default/files/research/NFER_Ethnicity_in_Ensembles_Report.pdf Herrera, L., Cremades, R., & Lorenzo, O. (2010). Preferencias musicales de los estudiantes de Educación Secundaria Obligatoria: influencia de la educación formal e informal. Cultura y Educación, 22(1), 37-51. doi:10.1174/113564010790935222 Kurtz-Costes, B., Copping, K. E., Rowley, S. J., & Kinlaw, C. R. (2014). Gender and age differences in awareness and endorsement of gender stereotypes about academic abilities. European Journal of Psychology of Education, 29(4), 603-618. doi:http://0-dx.doi.org.cisne.sim.ucm.es/10.1007/s10212-014-0216-7. Lage, C. & Cremades, R. (2017). The Creation of Music Inspired by Visual Aids: A Collaborative Action Research Study of Student Motivation in Music Lessons (Section 2. Research). In P. Burnard, V. Ross, H. J. Minors, K. Powell, T. Dragovic & E. Mackinlay (Eds.), Building Intercultural and Interdisciplinary Bridges: Where Practice Meets Research and Theory (pp. 85-94). Cambridge, UK: BIBACC Publishing. Lorenzo, O., Herrera, L., y Cremades, R. (2011). Mass media influence on the musical preferences of Spanish adolescents: a sociological analysis. International Review of the Aesthetics and Sociology of Music, 42(1), 125-144. doi:10.1177/102986491001400105 MacDonald, R., Hargreaves, D. J., & Miell, D. (Eds.)(2017). Handbook of musical identities. Oxford University Press. Rentfrow, P. J. & Gosling, S. D. (2007). The Content and Validity of Music-Genre Stereotypes among College Students. Psychology of Music, 35(2), 306-326. Reeves, A., Gilbert, E., & Holman, D. (2015). Class dis-identification, cultural stereotypes, and music preferences: experimental evidence from the UK. Poetics, 50, 44-61.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.