1. Heyworth(2013) Developing Social Skills Through Music
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Article (auteur, titre, année, référence) Heyworth, John (2013). Developing Social Skills Throgh !sic" The #$pact o% &eneral 'lassroo$ !sic in an stralian ower Socio*+cono$ic rea ri$ary School. Childhood Education , Vo lume 89, Issue 4, 23-* 2-2, D# " 10.10/0000-0.2013./13 But(s) d’etude Descri4e a constrctivist approach to $sic e5cation in a school largely atten5e5 4y socially an5 econo$ically 5isa5vantage5 st5ents in stralia , an5 e6plore the in%lence o% $sic on social learning Variables et leurs mesures VI1:&eneral 'lassroo$ !sic 'lasses VD1: Social earning Échantillon N!" The chil5ren 4elonge5 to a year class !any o% the st5ents ca$e %ro$ non*+nglish speaking 4ackgron5s 7ear even $i 6 o% 4oys an5 gi rls. Historically, the class ha5 4een a 5i%%iclt one to $anage #n the previos year, the class ha5 to 4e split in an e%%ort to $anage their 5isrptive 4ehavior . The school serve5 $ay 8at risk9 chil5ren, who 5isplay :ite challenging attit5es an5 4ehaviors. #éthodolo$ie • 10 week perio5 %or the research, sing an action research approach. • The $sic teacher an5 the researcher wol5 8act, o4serve an5 re%lect9 • Tw o $ain %or$s o% 5ata were collecte5" o4servations in the %iel5 an5 5igital recor5ings in the %iel5. • Data were collecte5 4y o4serving, re%lecting, an5 writing weekly 5iary co$$ents. s the weeks progresse5, a55itional 5ata were collecte5 in the %or$ o% arti%acts an5 photographe5 classroo$ charts or posters that ha5 4een tili;e5, 5evelope5 an5 $o5 i%ie5. #n late r weeks, also 5igital vi5eo r ecor5ings were $a5e. • The chil5ren were involve5 in a rotine o% rotating throgh the gropings o% instr$ents. • <or each lesson, the researcher =otte5 5own o4servation points across the $ain sections o% each lesson" #ntro5ction, 5iscssions, class singing, grop work, class ense$4le work, an5 class re%lections. He se5 the %ollowing sy$4ols to 5escri4e st5ents >engage$ent" ?S nsettle5, S settle5, listening, playing, ' colla4orating, ?@ nrly. • +ach lesson was -$intes long an5 %ollowe5 a %or$at o%" transitions, 5iscssions, singing, grop an5 class instr$ental work, an5 class re%lections. The content o% 5ata wol5 4e categori;e5 into the %ollowing" Trans itions, Discssion, Singing, +nse$4le (grop an5 class), an5 @e%lections. • 'hil5ren were given the opportnity to re%lect on the $sic an5 how they %elt an5 or how things can 4e i$prove5. These thoghts an5 re%lections were o%ten share5 across the class. t other ti$es, social learning an5 vales were the %ocs, either throgh the $aterial presente5 or throgh the nee5s o% the class. • The vi5eo 5ata was 4roke into these episo5es" transitions, 5iscssion, singing, ense$4le, an5 re%lections. • S4*episo5es" ! ($sic %ocs only), !S ($sic %ocs*social learning), S! (Social learning %ocs*$sic), S (Social learning only), (other). Ait hin these, they were v4B vale 4elie%s, e4Bengage$ent an5 4elonging, 4sB 4e havior sel%*$ana ge$ent, or 0Bno social learnin g. • Depen5ing on the nee5s o% the classroo$, $sic was se5 as the $ain %ocs o% the lesson, at other ti$es, particlarly when classes we re nsettle5, soc ial learning 4e ca$e the $ain %ocs o% easily achieva4le $sic activities, sch as singing or $sic ga$es. %ésultats Te n o% the $ore 5isrptive st5ents ha5 shown i$prove$ent, in that they ha5 4e4o$e $ore cooperative, less r5e, an5 $ore engage5 in the classroo$. Tw o o% these chil5ren =oine5 a 4e%ore*school $sic grop ne very 5i%%iclt chil5, who constantly ha5 to 4e given re5 %iles (4a5 4ehavior car5s at school), i$prove5 in attit5e that he no longer receive5 the re5 %iles an5 was actively engage5 in $sical activities. n atistic chil5 was showing positive signs o% 4eco$ing $ore involve5 in $sic. nly one chil5 showe5 only $arginal changes in attit5e. Tw o :iet chil5ren were now $ore con%i5ent in speaking p an5 giving $ore thoght%l responses in classroo$ 1
