Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

A teaching method of music aiming at the development of critical thinking in adolescent pupils

•Download as PPTX, PDF•
•
E
Eliper

A presentation in a Conference (Rerearch in Music Education, Exeter, 2003) (more: perakaki.worpress.com).

1 of 16
A teaching method of music aiming at the development of critical thinking in adolescent pupils Elissavet Perakaki Music Teacher
The main thinking skills according to the literature on critical thinking • comparing • summarizing • observing • classifying • interpreting • criticizing • looking for assumptions • imagining • collecting and organizing data • hypothesizing • applying facts and principles in new situations • decision making and • designing projects or investigations (Raths et al., 1986)
The Music Education in Greece  Focus primarily on memorization of knowledge  Limited experience in the application of critical thinking as a teaching method in music within the existing framework  No reference to metacognition [=the control of the cognitive system, through which one has the ability to organize, anticipate, direct and assess his/her thoughts] (Matsagouras,2001)  Lesson planning completely depended on individual teacher  Generally, flexible enough
Method • 4 secondary schools in a rural area in Greece • 297 students of either gender • Aged 12-15 years
Some cognitive changes in adolescence • Increased speed, automaticity, and capacity of information processing • Increased ability to construct new combinations of knowledge (Santrock, 1997)
Hypotheses of the Research • Whether thinking skills could be an integral part of music education within the Greek educational system, and • Whether the implementation of an organized method of teaching music, focused on developing thinking skills, could also increase the critical thinking of adolescent pupils
Triangulation of the research • Quasi-experiment • Each class within the experimental group • Random selection of two students from each class of experimental group (as case study)
Data collection • Questionnaires  Evaluation tests devised by the teacher/researcher  Interviews with self-selected students from both groups  Tape-recorded participant observations • Diaries
Purposes of the activity • the construction of maracas using ordinary materials • Students’ enjoyment
The activity in the control group • I announced to students that they would construct maracas and necessary materials • I described to students the whole instruction • Every student presented in the classroom his/her instrument
1. The instrument’s name is not mentioned to pupils 2. I asked them to try making sounds using only the can and then using only the rice, or stones or other objects 3. Combination of both materials. Students explored how much rice they should put inside 4. Students presented their instruments and the rest of them try to understand the way it was made 5. The student, who made the instrument, corrected the other students’ answers and further explained his instrument’s construction. The rest of them could offer their criticisms and they suggested some ideas for any improvements. The activity in the experimental group
Some of the thinking skills, included in this activity • Imagination and hypothesizing • Comparison • Observation • Decision making • Criticism
Assessing the activity of control group • They learned that they can construct an instrument easily • They learned how to construct it • They reached the target quickly • They heard their classmates’ construction and took ideas.
Assessing the activity of experimental group • The group found many different ways to make sound • Pupils didn’t feel that there was only one answer, they felt safe to risk • They found themselves the way of instruction • They understood that the produced sound depended on some factors • They observed the sound of others’ instruments and they tried to recognize the way these were made
Implications for practice • This method aspires to become a useful tool for music teachers • More emphasis in Greek educational system for the creation of an organised method • It is apparent that the experimental group shows an increased critical thinking ability
A teaching method of music aiming at the development of critical thinking for adolescent pupils Elisavet Perakaki Music Teacher

More Related Content

A teaching method of music aiming at the development of critical thinking in adolescent pupils

  • 1. A teaching method of music aiming at the development of critical thinking in adolescent pupils Elissavet Perakaki Music Teacher
  • 2. The main thinking skills according to the literature on critical thinking • comparing • summarizing • observing • classifying • interpreting • criticizing • looking for assumptions • imagining • collecting and organizing data • hypothesizing • applying facts and principles in new situations • decision making and • designing projects or investigations (Raths et al., 1986)
  • 3. The Music Education in Greece  Focus primarily on memorization of knowledge  Limited experience in the application of critical thinking as a teaching method in music within the existing framework  No reference to metacognition [=the control of the cognitive system, through which one has the ability to organize, anticipate, direct and assess his/her thoughts] (Matsagouras,2001)  Lesson planning completely depended on individual teacher  Generally, flexible enough
  • 4. Method • 4 secondary schools in a rural area in Greece • 297 students of either gender • Aged 12-15 years
  • 5. Some cognitive changes in adolescence • Increased speed, automaticity, and capacity of information processing • Increased ability to construct new combinations of knowledge (Santrock, 1997)
  • 6. Hypotheses of the Research • Whether thinking skills could be an integral part of music education within the Greek educational system, and • Whether the implementation of an organized method of teaching music, focused on developing thinking skills, could also increase the critical thinking of adolescent pupils
  • 7. Triangulation of the research • Quasi-experiment • Each class within the experimental group • Random selection of two students from each class of experimental group (as case study)
  • 8. Data collection • Questionnaires  Evaluation tests devised by the teacher/researcher  Interviews with self-selected students from both groups  Tape-recorded participant observations • Diaries
  • 9. Purposes of the activity • the construction of maracas using ordinary materials • Students’ enjoyment
  • 10. The activity in the control group • I announced to students that they would construct maracas and necessary materials • I described to students the whole instruction • Every student presented in the classroom his/her instrument
  • 11. 1. The instrument’s name is not mentioned to pupils 2. I asked them to try making sounds using only the can and then using only the rice, or stones or other objects 3. Combination of both materials. Students explored how much rice they should put inside 4. Students presented their instruments and the rest of them try to understand the way it was made 5. The student, who made the instrument, corrected the other students’ answers and further explained his instrument’s construction. The rest of them could offer their criticisms and they suggested some ideas for any improvements. The activity in the experimental group
  • 12. Some of the thinking skills, included in this activity • Imagination and hypothesizing • Comparison • Observation • Decision making • Criticism
  • 13. Assessing the activity of control group • They learned that they can construct an instrument easily • They learned how to construct it • They reached the target quickly • They heard their classmates’ construction and took ideas.
  • 14. Assessing the activity of experimental group • The group found many different ways to make sound • Pupils didn’t feel that there was only one answer, they felt safe to risk • They found themselves the way of instruction • They understood that the produced sound depended on some factors • They observed the sound of others’ instruments and they tried to recognize the way these were made
  • 15. Implications for practice • This method aspires to become a useful tool for music teachers • More emphasis in Greek educational system for the creation of an organised method • It is apparent that the experimental group shows an increased critical thinking ability
  • 16. A teaching method of music aiming at the development of critical thinking for adolescent pupils Elisavet Perakaki Music Teacher