Introduction

In the adjoining paper, we present the research results of a Service Learning Project’s second stage (Parejo, Cortón, & Giráldez-Hayes, 2018), addressed to dependent persons and Primary School children. The Project has been implemented throughout the 2018/19 academic terms by undergraduate students of Primary Education Teaching at Valladolid University. Over a three-month period, the Service Learning Project (SLP) has used music as a vehicle for the development, welfare and social integration of elderly persons, towards the construction of a social and democratic citizenship among college students and in favour of the intergenerational encounter of the collectives involved.  

The interpretative research paradigm has been the chosen option for data collection and processing of information derived from the project. Purposely, the following analysis techniques have been implemented: online classroom diaries, a field notebook, interviews, didactic materials for the design and assessment of activities, pictures and video recorded during the sessions. The information suppliers were: 30 undergraduate students of Segovia campus’ School of Education, 27 students of 6th degree of Primary Education at Segovia’s “Villalpando” School, 20 residents at Segovia’s "Hermanitas de los Pobres" nursing home and four teachers responsible for the SLP and the research work.

Theoretical Framework

At universities, SLP have revealed themselves as a pedagogical method able to develop skills and capabilities essential for the students’ social commitment and civic participation, as the basis of an active, committed citizenship, which cannot be obtained in other learning contexts (Anderson, Swick & Yff, 2001; Wall, Giles, & Staton, 2018). In the field of Education, this method fosters the development of competences which are essential to shape up the students’ identity as future teachers, such as civic and social responsibility, reflection, critical thinking and solidarity (Kelly,  Dalton, & Miller, 2017; Iyer et al., 2018)

Additionally, we count on a wide and sound repertoire of SLP experiences and research works, whose results suggest music can be a fundamental tool for the physical, social and emotional development of all human beings (Bartolomé, 2013; Feen-Calligan & Matthews, 2016) and, particularly, of elderly people (Hallam, Creech, Mcqueen, Varvarigou, & Gaunt, 2015; Hallam & Creech, 2016). In this SLP, music enables an intergenerational encounter between dependent elderly people, young college students and Primary Education students.

Goals:

1.2. To analyse the level of social and civic competences achieved by college students (transversal training), through their participation in the SLP and with the mediation of music.

1.3. To valuate improvements in the development, welfare and social and community integration of dependent elderly people, though their participation in the music-based SLP.

1.4. To assess the civic and social learning developed by Primary Education students, through their participation in an intergenerational educative experience mediated by music.

Scientific evidence presented in the Project show: a) an improvement in the quality of life, welfare and social inclusion of dependent elderly people; b) a reconfiguration of the teachers’ initial training and the consideration of music as a vehicle for the construction of an active, participative and solidary citizenship, committed to those less favoured in society c) a practice-based values education for the citizenship to be implemented since Primary School, thus encouraging knowledge and intergenerational recognition.  

Qualitative data collection tools have been used throughout the present research work, such as an online diary kept by both college students and primary school children (Moon, 2010) in which eight entries were posted (1500 words maximum length the former, 200 the latter), partially structured interviews to 40 dependent elderly persons and further materials such as photographs and video recorded during the eight sessions held. Data collection was carried out as the project unfolded under the direction of four teachers and research supervisors who also reflected their perceptions derived from participant observation on a field notebook (Stake, 2005). After collecting all the information available in diaries, interviews and workshops, a categorization was done through Atlas.ti 8 software, thanks to which the research team found out the perceptions of involved subjects about the situation analysed. Three categories resulted from the information analysis process: a) Development and welfare of elderly persons: contribution to their social and community integration; b) Acquisition of learning for social and democratic citizenship training in college students and children and c) Intergenerational encounter. Based on these categories, a content analysis was subsequently carried out. Carrying out this research work has entailed the use of ethical and scientific rigour criteria. Concerning the latter, standards proposed by Miles & Huberman (1994) have been followed. Firstly, about data credibility in the studio, various techniques and resources have been used, by triangulation, on data collection. This resource ensured data dependability and stability. The present research work aims to obtain socially useful results, able to be transferred to the context where they originated and eventually suitable to provide guiding and orientation in similar contexts. Additionally, according to ethical criteria formulated by Stake (2005), voluntary participation and questions observed were previously discussed and negotiated among all research participants, and the means and limits of access to information (data privacy and confidentiality) were agreed with them (informed consent).

Development and welfare of elderly persons: contribution to their social and community integration. Regarding this category, results show that the musical experience has improved the development and welfare of the elderly persons engaged, who achieved some “personal enrichment” (Bartolome, 2013; Hallam, et al., 2015). In addition, their social and community integration improved through encouraging mutual respect among participants, social recognition and dignity of the elderly, as well as cooperation, socialisation and empathy among them all. These data are coincident with the results obtained by Hallam & Creech (2016). Acquisition of learning for social and democratic citizenship training in college students and children. Throughout this SLP, both groups have complemented their personal training by learning competences for the development of a social and democratic citizenship, through values such as service, tolerance, solidarity, respect, civic commitment and social responsibility (Anderson, Swick & Yff, 2001). In this context, pedagogical intentionality and solidary projection merge together, in order to encourage student’s engagement in the construction of a fully inclusive society (Iyer et al., 2018; Wall, Giles, & Staton, 2018) Intergenerational encounter. This SLP has favoured personal growth among all groups engaged (college students, children and elderly persons), shaping up an intergenerational learning experience which has provided everyone with an opportunity to socialize, show mutual respect and enjoy each other’s company (Hallam & Creech, 2016). Carrying out SLP proposals including the participation of children, future teachers and elderly persons helps improve cooperation and intergenerational cultural exchange. This favours a multiple alphabetisation far from stereotyped ideas concerning elderly persons and opens the way for a critical perspective that encourages an education for the cohesion and social inclusion in all stages of life.

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