Musical activities as a means of empowering differentiation among children in the school environment

Ευσταθίου Ρέα

Προφορική Ανακοίνωση

Session Ταυτότητες και ετερότητες και μουσική εκπαίδευση ( Saturday, 16-Apr-22 10:30:00 EEST )

Cyprus music classrooms in mainstream schools are places where children with and without disabilities are educated together. Cyprus legislation regarding education of children with disabilities follows a policy of integration, however, there has been a process of change towards a policy of inclusion based on human rights (Συμεωνίδου & Φτιάκα, 2012). This presentation is part of a doctoral dissertation, focusing on the experiences of people interacting in the educational setting of the school music classroom, and investigating the way through which this specific educational environment may correspond to the characteristics of inclusive music programs (Jellison, 2012). Music in school can combine both whole class and group activities, providing opportunities for cooperation, expression and development of the personality and skills of each child. The research focuses on understanding the importance of reinforcing the differentiation and uniqueness of each child within the school setting, through music. Gaunt and Hallam (2016) found that different educational settings, social and family life, and the music choices of people within each person’s life, are only some of the factors influencing the way we understand music and develop our music choices. Thus, music research focusing on the various educational settings of the person, could provide a different view regarding musical experience. At the same time, in order to investigate whether the educational setting of the school music classroom corresponds to the characteristics of inclusive music programs (Jellison, 2012), one also needs to investigate other educational settings as well as the factors influencing participants directly and indirectly. Through children’s musical experiences and acknowledging the influence of the environment in these experiences (Bronfenbrenner, 1979), the researcher will support the benefits of learning in an inclusive environment, will talk about the importance of the educator in the development of student’s skills, and the importance of music as an activity in the overall development of children. This presentation will focus on points from the theoretical framework which shaped the methodological design and the data collection, as well as some primary results from observations of music and other lessons, and interviews with teachers and parents regarding music as a means of empowering differentiation.

  • Μουσικές εμπειρίες στο σχολείο, στο ωδείο και στην κοινότητα
  • Μουσική αγωγή, κοινωνική δικαιοσύνη και ανθρώπινα δικαιώματα
Keywords music in school, inclusive music programme, differentiation
Language Ελληνική
Author(s) CV

Rea Efstathiou is a candidate for the PhD of Music Education, in the Department of Arts at European University Cyprus. Since the completion of her Bachelor and Master’s degrees in music in the UK, she has been teaching piano and theory of music at Musica Mundana school of music in Nicosia. Her philosophy of teaching focuses on the uniqueness of each one of her students, promoting cooperation and development through music. Children’s musical experiences and views, music teaching and learning in school and the community, lifelong musical development as well as music and well-being are some of her research interests.