1,721,059 research outputs found
Tecnologias MIROR na formação de professores
No full textNeste capítulo serão propostas algumas atividades para a utilização de aplicativos MIROR com adultos, em particular com professores generalis- tas, que ensinam música e trabalham com atividades motoras na educação infantil, creches e ensino fundamental I
Ensinando a improvisar com o MIROR-Impro
No full textEste capítulo irá descrever algumas atividades didáticas que podem ser realizadas com MIROR-Impro (Pachet et al., 2011), um dos três softwares implementados durante o Projeto MIROR: jogos musicais, explorações sonoras e performances improvisadas
Un'indagine empirica sui saperi musicali impliciti degli studenti di Scienze della Formazione di Bologna
No full textIn questo saggio sono presentati alcuni risultati di un progetto di ricerca in
corso presso l’Università di Bologna sul ‘sapere musicale’ degli insegnanti. Il progetto
è condotto in collaborazione con l’equipe del professor Felice Carugati della
Facoltà di Psicologia. In particolare i risultati presentati in questo saggio riguardano
l’indagine empirica condotta dal 2003 al 2006 con gli studenti universitari dei corsi
di laurea in Scienze della Formazione primaria e di Educatore di nido e di comunità
infantile, gli studenti cioè che diventeranno i futuri educatori nei nidi d’infanzia e
insegnanti della scuola dell’infanzia e della scuola primaria
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Musical Interaction between adult/child aged 0-3 during change of nappy routine at the day care centre
No full textThis paper deals with the observation of the vocal interaction between child and practitioner during change of nappy routines at the nursery. This observation is part of an action-research project about the musical dimension of daily routines with children under four. Through routines the child learns rhythms and timing that allows him or her to revise and fix sequences of actions. At the same time we refer to the importance of repetition during the musical interaction between mother and infant. The questions that arise are as follows: What are the interactions between the nurse and the child during the change of nappy at the nursery? What are the children’s musical conducts during the daily change of the nappy? What are the adult’s ones? In order to analyse this interaction we used the concept of “conduct” by Pierre Janet. The change of nappy has been video recorded in a Italian nursery, once per day, over a 15 days period, always at the same time. The data analysed so far show that “asymmetrical” communication is predominant and that the musical interaction nurse/infant has a positive value in the daily life of the child
The Flow Grid for LINK Project. Guide for the Observer & Sample Scoring Sheet
Full text linkIn the framework of the LINK Project, case-studies of Class Based Activities have been carried out with the aim of identifying the state of Flow (Csikszentmihalyi,1990) of the participants.
Starting from the Flow Grid introduced in Addessi, Ferrari, & Carugati (2015) and Addessi, Ferrari, Carlotti, Pachet (2006), some adaptations and a new scoring sheet have been implemented for the video-analysis.
This document introduces the Guide for the Observer and the Sample Scoring Sheet, which was included as Appendix 1 in the European Final Report of Impact Study 2 of the LINK project, 2017
O referencial teórico do paradigma pedagógico da interaçao reflexiva
No full textNeste capítulo é apresentado e discutido o referencial teórico do paradigma da interação reflexiva e suas implicações para a promoção da criatividade e das habilidades musicais. Sugere-se que a ideia de “reflexi- vidade” tem uma origem antiga na cultura ocidental e agora ressoa com a teoria psicológica contemporânea da música incorporada, que liga a ação e a percepção ao sistema de neurônios-espelh
Analysing children musical improvisation by means the paradigms of reflexive interaction and intertextuality.
No full textRecent studies on teaching improvisation have evidenced like such practice, still rarely tackled in western formal music education, enhances self-motivation, collaborative playing and musical skills in children (Sawyer 1997, McPherson 2005, Gellerich 2002, Custodero 2007). In this poster the concept of "reflexive interaction" (e.g. interaction based on the mirroring effect) (cfr. Bruner 1983, Trevarthen 2000, Stern 2004, Imberty 2005, Pachet 2006) and the theory of "intertextuality" (e.g. quotation, collage, sampling) (cfr. Bakthin 1930, Barthes 1957, Kristeva 1969; “intermusicality” Manson 2006) are used as novel theoretical and methodological tools in order to analyse the co-constructive processes of children musical improvisation.
A study lead on the interaction between children and a particular interactive reflexive musical system, called the Continuator, allows to analyse some reflexive and intertextual processes of collaborative playing in 3 to 8 year old children (Addessi & Pachet 2005, 2006). The system is able to imitate the style of the child playing the keyboard as a sound mirror, and to produce continuously quotations of the musical sentences played by the child and the system over the interaction.
The aim is to analyse children musical improvisation when they are playing with other subject(s) (human or machine), from a point of view of the co-constructive process (e.g. Young 2004, Burnard 2002). The aim is to verify the efficacy of both reflexive interaction and intertextuality on the child’s music improvisation development. The data analysed so far show some interesting processes of co-construction of the musical sentences realized by the children and the machine. These data suggest that :
the reflexive interaction is an efficient strategy to develop music co-constructive process in children.
the use of “borrowed” musical fragments, quotations, and collage, enhances musical creativity and co-constructive process also in young children, as predicted by the theory of intertextuality in the field of letterature.
The Interactive reflexive musical systems, as the Continuator, are a useful tools to enhancing musical improvisation processes in young children.
the Interactive reflexive musical systems, as the Continuator, are a useful tools to studying musical improvisation processes in young children
STALWART-Sustaining Teachers and Learners With the Arts: Relational Health in European Schools
No full textThe project builds organically on the current work of the ERASMUS + funded project: Learning in a New Key (LINK) - Engaging Vulnerable Young People in School Education, 2015-1-UK01-KA201-013752. The main priority for this new project (STALWARTS) is to develop further, recognise and accredit new therapeutic teaching practices, skills and competences in each of the regions represented to meet the needs of vulnerable young people and reduce ESL (now ELET 'early leaving from education and training') (Ps 1, 2, 3). This cross sectoral application is now led from a university base given the technical skills and regional influence required for this accreditation process (P 1)
- …
