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Pathways of Musical Creativity:The Effects of an Intervention for Enhancing Teacher-Student Interaction during Music Lessons in Primary Education
No full textThe dissertation Pathways of Musical Creativity shows that students’ musical creativity can develop in an intervention with Video Feedback Coaching for teachers, mediated by their support of students’ creative autonomy during classroom interactions in music lessons. Autonomy support entails fostering students' self-determined learning by providing space for their own choices and interests. The intervention introduced teachers to music-pedagogical strategies for enhancing classroom interaction in order to transition from a teacher- and method-centered style to a student-centered and autonomy-supportive interaction approach. This PhD research also took the nonverbal components of teachers' autonomy support into account because classroom interaction in music lessons is also nonverbal and musical in nature.Teachers changed their interaction style during the intervention to one that supported more autonomy, and they were less likely to return to mainly instruction and modelling. Although for verbal autonomy support a beneficial effect was observed, teachers found it more difficult to provide higher levels of non-verbal autonomy support in music teaching. In turn, students showed more originality and variation in their creative thinking and acting in music. Although over half of the classes engaged in playing more complex rhythmical patterns over the course of the intervention, at group-level no effect for this aspect was found in comparison to a control group. These findings suggest that in both primary education and teacher education, more focus should be placed on enhancing classroom interaction and supporting students’ creative autonomy support in music lessons.The dissertation Pathways of Musical Creativity shows that students’ musical creativity can develop in an intervention with Video Feedback Coaching for teachers, mediated by their support of students’ creative autonomy during classroom interactions in music lessons. Autonomy support entails fostering students' self-determined learning by providing space for their own choices and interests. The intervention introduced teachers to music-pedagogical strategies for enhancing classroom interaction in order to transition from a teacher- and method-centered style to a student-centered and autonomy-supportive interaction approach. This PhD research also took the nonverbal components of teachers' autonomy support into account because classroom interaction in music lessons is also nonverbal and musical in nature.Teachers changed their interaction style during the intervention to one that supported more autonomy, and they were less likely to return to mainly instruction and modelling. Although for verbal autonomy support a beneficial effect was observed, teachers found it more difficult to provide higher levels of non-verbal autonomy support in music teaching. In turn, students showed more originality and variation in their creative thinking and acting in music. Although over half of the classes engaged in playing more complex rhythmical patterns over the course of the intervention, at group-level no effect for this aspect was found in comparison to a control group. These findings suggest that in both primary education and teacher education, more focus should be placed on enhancing classroom interaction and supporting students’ creative autonomy support in music lessons
Terug naar de blauwe lijntjes graag
No full textMark Sekuur verlangt terug naar witte winters en jaren waarin het warmterecord niet werd verbroken
De Alma Mater
Get PDFNieuwe kansen voor verpleegkundig specialisten. De ontwikkeling van POCT en AI heeft sterke invloed op de ontwikkeling van diagnostische ondersteuningsmogelijkheden
Creatief Mislukken:er gaat wel eens iets mis
Get PDFEr gaat wel eens iets mis. Daar kun je flink van balen. Toch is het vaak wel de moeite waard om te proberen, te durven en te doen, zelfs als het kan mislukken. Iedereen heeft wel eens iets dat mislukt. Alles kan en hoeft niet altijd alleen maar goed te gaan. Kijk maar naar de verhalen in dit boek
Making Music (Happen) in Asylum Seeker Centres:Practical Insights from and for Musicians in the Netherlands
Get PDFMuzikanten die muziekactiviteiten voor asielzoekers in Nederland willen organiseren, worden vaak geconfronteerd met aanzienlijke praktische en organisatorische belemmeringen, die het opzetten en uitvoeren van dergelijke projecten frustrerend, tijdrovend en demotiverend kunnen maken. In februari en maart 2024 zijn negen muzikanten geïnterviewd die ervaring hebben met het werken met asielzoekers in Nederland. We bespraken hun projecten, de gemeenschappelijke uitdagingen waarmee zij in hun werk te maken kregen, en enkele methoden die zij hebben ontwikkeld en die succesvol bleken te zijn bij zowel het opstarten als het voortzetten van hun activiteiten in AZC’s. Hun ervaringen leverden een schat aan inzichten op over wat er nodig is om in een AZC-context te werken. Dit boekje beschrijft de belangrijkste bevindingen uit deze gesprekken en heeft als doel om muzikanten die werken of willen werken met asielzoekers in vergelijkbare contexten te informeren en te inspireren.Musicians who want to facilitate music activities in asylum seekers in the Netherlands often face significant practical and organizational barriers which make the process of running such projects frustrating, time-consuming and demotivating. In February and March 2024, nine musicians with experience in working with asylum seekers in the Netherlands were interviewed. We discussed their projects, the common challenges they have faced in their work, and some methods they have developed that have shown success for both initiating and sustaining their activities in AZC’s. Their experiences provided a wealth of insights into what is required to work in an AZC context. This booklet outlines the key findings from these conversations and aims to help inform and inspire musicians who are working or want to work with asylum seekers in similar contexts
#2: Culturele verschillen in de klas:Leerpracht de Podcast
No full textIn de tweede aflevering van Leerpracht de Podcast gaan we in op de vragen: Hoe geef je cultuursensitief les in een superdiverse klas? Hoe ga je om met verschillen in normen, waarden en gedragingen, zonder je eigenheid te verliezen? Hoe voorkom je dat je verschillen negeert of wegpoetst. Hoe zorg je ervoor dat je verschillen erkent én benut als kracht en inspiratie? Host Karim Amghar gaat in gesprek met Lotte Henrichs (Universitair docent Universiteit Utrecht), Dorine Petri (Onderzoeker cultureel responsief lesgeven bij de Hanze) en Emma Snijders (leraar in Overvecht). We sluiten af met een wetenschappelijke reflectie van Zehra Çolak (onderzoeker belonging bij jongeren uit minderheidsgroepen bij de Universiteit Utrecht): “Als docent kun je het verschil maken door de geschiedenis en het verhaal van leerlingen te herkennen. Daarmee laat je zien, jij doet ertoe.
Studentenwelzijn en studiesucces:Resultaten van de 2024-survey onder studenten van de Hanze
No full textGoochelen met klimaatemissies
No full textMartien Visser schetst de volgende situatie in Nederland: Het is bijna windstil en het regent. Nederlandse kolen- en gascentrales zijn volop in touw. Naast het nationale verbruik exporteert Nederland veel elektriciteit naar Denemarken, België en Duitsland. Bij de Oosterburen verdringt Nederlandse export de kolencentrales. Dat geldt indirect ook voor België en Denemarken, want de Duitse kolencentrales vormen in Noordwest-Europa, met de Nederlandse gascentrales, de marginale opwekeenheden. De stroomexport leidt in Nederland tot extra CO2-emissie; in Duitsland is de CO2-uitstoot dankzij import uit Nederland juist lager
Exploring the Theory of Supportive Design from Patient Perspective
Get PDFBackground and Aim. Many patients experience anxiety during hospitalization. Hospital environments can support patients with the mitigation of anxiety. The aim of this study was to gain a better understanding of which design elements can affect sense of control, social support, and positive distraction, and gain more understanding of the mediating variables of anxiety-reducing effects of the physical inpatient room design.Methods and Data. A qualitative study was conducted to further this theory. Data of this study were collected as part of a larger online survey. In this questionnaire, 539 participants filled in open-ended questions regarding their experiences and thoughts of the inpatient room design. Direct content analysis was conducted to analyze the data.Findings. Findings suggest that the supportive role of design goes beyond sense of control, positive distraction, and social support, and that the role of a pleasant atmosphere should be included. Moreover, findings suggest that the theory of supportive design may benefit from further description and refinement with related concepts from environmental psychology.Originality. This study emphasizes the importance of better understanding the spatially-induced psychological mechanism, and, by doing so, to increase the impact of the hospital environment on its users.Practical Implications. The findings allow hospitals to better understand patient experience in single-bed inpatient rooms and to make better-informed decisions.Background and Aim. Many patients experience anxiety during hospitalization. Hospital environments can support patients with the mitigation of anxiety. The aim of this study was to gain a better understanding of which design elements can affect sense of control, social support, and positive distraction, and gain more understanding of the mediating variables of anxiety-reducing effects of the physical inpatient room design.Methods and Data. A qualitative study was conducted to further this theory. Data of this study were collected as part of a larger online survey. In this questionnaire, 539 participants filled in open-ended questions regarding their experiences and thoughts of the inpatient room design. Direct content analysis was conducted to analyze the data.Findings. Findings suggest that the supportive role of design goes beyond sense of control, positive distraction, and social support, and that the role of a pleasant atmosphere should be included. Moreover, findings suggest that the theory of supportive design may benefit from further description and refinement with related concepts from environmental psychology.Originality. This study emphasizes the importance of better understanding the spatially-induced psychological mechanism, and, by doing so, to increase the impact of the hospital environment on its users.Practical Implications. The findings allow hospitals to better understand patient experience in single-bed inpatient rooms and to make better-informed decisions
