The body and sound as stimulators of interactive processes in young people with special educational needs
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.29352/mill0210.06.00252 |
Resumo: | Introduction: Inserted in the development of a digital musical instrument, the Digital Sock, we present in this document the results obtained from the analysis of the psycho-pedagogical interactive cycle in which we investigate the instrument as a sound stimulation tool in interactive processes between body-instrument-environment. Objetives: Analysis of the psych pedagogical interaction cycle that investigates the relationship between body and sound, with the new instrument, the Digital Sock, as a stimulating device for communicational processes. Methods: The methodology used for this investigation was action research. In the first phase, we conducted a psychopedagogical intervention with young people in Special Education. In the second phase, we conducted a Case Study with a young man diagnosed with Autism Spectrum Disorder. For data collection we used audiovisual media and field diary, focused interview, participant observation and document analysis. For the interpretation of the data we performed the discourse analysis and the content analysis. The acting model used during the two phases of practical intervention prioritized the integration of music and body movement (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); the formation of the scenic gesture (Laban, 1978; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); ludic practice (Lapierre, 1982; Fonseca, 2001; Acouturier & Lapierre, 2004; Vieira, Batista & Lapierre, 2005); creative improvisation (Nordoff & Robins, 1959; Bruscia, 1999) and the belief that sound and music enable peer communication (Benenzon, 1981; Whipple, 2004). Results: The body-sound relationship as a means of expression has shown to be able to stimulate creative processes and the development of critical and reflexive thinking. All the activities developed during the meetings prioritized the body-sound relationship. The analysis of the narratives showed that the message propagated by the sock (the sonority) was understood as a reaction to the sound heard during the exercise (with individual encoding and decoding) and expressed through the eyes of the hands, facial expression and body balance - subtle movements, more visible than the broad movements. Conclusions: The interpretation of the data led us to conclude that Digital Sock, perceived as a psychopedagogical tool for sound and gestural stimulation, favours the development of scenic-musical narratives in young people with Special Educational Needs. |
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The body and sound as stimulators of interactive processes in young people with special educational needsEl cuerpo y el sonido como estimuladores de los procesos interactivos en jóvenes con necesidades educativas especialesO corpo e o som como estimuladores dos processos interativos em jovens com necessidades educativas especiaisEducation and Social Development SciencesIntroduction: Inserted in the development of a digital musical instrument, the Digital Sock, we present in this document the results obtained from the analysis of the psycho-pedagogical interactive cycle in which we investigate the instrument as a sound stimulation tool in interactive processes between body-instrument-environment. Objetives: Analysis of the psych pedagogical interaction cycle that investigates the relationship between body and sound, with the new instrument, the Digital Sock, as a stimulating device for communicational processes. Methods: The methodology used for this investigation was action research. In the first phase, we conducted a psychopedagogical intervention with young people in Special Education. In the second phase, we conducted a Case Study with a young man diagnosed with Autism Spectrum Disorder. For data collection we used audiovisual media and field diary, focused interview, participant observation and document analysis. For the interpretation of the data we performed the discourse analysis and the content analysis. The acting model used during the two phases of practical intervention prioritized the integration of music and body movement (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); the formation of the scenic gesture (Laban, 1978; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); ludic practice (Lapierre, 1982; Fonseca, 2001; Acouturier & Lapierre, 2004; Vieira, Batista & Lapierre, 2005); creative improvisation (Nordoff & Robins, 1959; Bruscia, 1999) and the belief that sound and music enable peer communication (Benenzon, 1981; Whipple, 2004). Results: The body-sound relationship as a means of expression has shown to be able to stimulate creative processes and the development of critical and reflexive thinking. All the activities developed during the meetings prioritized the body-sound relationship. The analysis of the narratives showed that the message propagated by the sock (the sonority) was understood as a reaction to the sound heard during the exercise (with individual encoding and decoding) and expressed through the eyes of the hands, facial expression and body balance - subtle movements, more visible than the broad movements. Conclusions: The interpretation of the data led us to conclude that Digital Sock, perceived as a psychopedagogical tool for sound and gestural stimulation, favours the development of scenic-musical narratives in young people with Special Educational Needs.Introducción: Insertado en el desarrollo de un instrumento musical digital, el Digital Sock, presentamos en este documento los resultados obtenidos del análisis del ciclo interactivo psicopedagógico en el que investigamos el instrumento como una herramienta de estimulación del sonido en procesos interactivos entre el cuerpo-instrumento-ambiente. Objetivos: Analysis of the psych pedagogical interaction cycle that investigates the relationship between body and sound, with the new instrument, Digital Sock, as a stimulating device for communicational processes. Métodos: La metodología utilizada para esta investigación fue la investigación de acción. En la primera fase, realizamos una intervención psicopedagógica con jóvenes en Educación Especial. En la segunda fase, realizamos un estudio de caso con un joven diagnosticado con trastorno del espectro autista. Para la recolección de datos, utilizamos medios audiovisuales y diarios de campo, entrevistas enfocadas, observación participante y análisis de documentos. Para la interpretación de los datos realizamos el análisis del discurso y el análisis de contenido. O modelo de atuação utilizado durante as duas fases da intervenção prática priorizou a integração da música e do movimento corporal (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); a formação do gesto cénico (Laban, 1978; Vianna, 1990; Godard, 1995; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); a prática lúdica (Lapierre, 1982; Fonseca, 2001; Acouturier e Lapierre, 2004; Vieira, Batista e Lapierre, 2005 ); a improvisação criativa (Nordoff & Robins, 1959; Bruscia, 1999) e a crença de que o som e a música permitem a comunicação entre pares (Benenzon, 1981; Whipple, 2004). Resultados: Se ha demostrado que la relación cuerpo-sonido como medio de expresión puede estimular procesos creativos y el desarrollo del pensamiento crítico y reflexivo. Todas las actividades desarrolladas durante las reuniones priorizaron la relación cuerpo-sonido. El análisis narrativo mostró que el mensaje propagado a través del calcetín (el volumen) se entendió como una reacción al sonido escuchado durante el ejercicio (con codificación y decodificación individual) y se expresó a través de los ojos de las manos, la expresión facial y el equilibrio corporal: movimientos sutiles , más visible que los movimientos amplios. Conclusiones: La interpretación de los datos nos llevó a concluir que Digital Sock, percibido como una herramienta psicopedagógica para la estimulación sonora y gestual, favorece el desarrollo de narrativas escénicas y musicales en jóvenes con necesidades educativas especiales.Introdução: Inserido no âmbito do desenvolvimento de um instrumento musical digital, o Digital Sock, apresentamos neste documento os resultados obtidos da análise do ciclo interativo psicopedagógico no qual investigamos o instrumento como ferramenta de estimulação sonora em processos interativos entre corpo-instrumento-ambiente. Objetivos: Análise do ciclo de interação psicopedagógica que investiga a relação entre corpo e som, com o novo instrumento, o Digital Sock, como dispositivo estimulador de processos comunicacionais. Métodos: A metodologia utilizada para esta investigação foi a investigação-ação. Na primeira fase, realizamos uma intervenção psicopedagógica com jovens em Educação Especial. Na segunda fase, realizamos um Estudo de Caso com um jovem diagnosticado com Perturbação do Espectro do Autismo. Para a recolha dos dados utilizámos os meios audiovisuais e o diário de campo, a entrevista focalizada, a observação participante e a análise documental. Para a interpretação dos dados realizámos a análise do discurso e a análise de conteúdo. O modelo de atuação utilizado durante as duas fases da intervenção prática priorizou a integração da música e do movimento corporal (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); a formação do gesto cénico (Laban, 1978; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); a prática lúdica (Lapierre, 1982; Fonseca, 2001; Acouturier & Lapierre, 2004; Vieira, Batista & Lapierre, 2005); a improvisação criativa (Nordoff & Robins, 1959; Bruscia, 1999) e a crença de que o som e a música permitem a comunicação entre pares (Benenzon, 1981; Whipple, 2004). Resultados: A relação corpo-som como meio de expressão demonstrou ser capaz de estimular processos criativos e o desenvolvimento do pensamento crítico e reflexivo. Todas as atividades desenvolvidas durante as reuniões priorizaram a relação corpo-som. A análise das narrativas mostrou que a mensagem propagada através da meia (a sonoridade) era entendida como uma reação ao som ouvido durante o exercício (com codificação e decodificação individual) e expressa através dos olhos das mãos, expressão facial e equilíbrio corporal - movimentos subtis, mais visíveis que os movimentos amplos. Conclusões: A interpretação dos dados levou-nos a concluir que o Digital Sock, percebido como ferramenta psicopedagógica de estimulação sonora e gestual, favorece o desenvolvimento de narrativas cénico-musicais em jovens com Necessidades Educativas Especiais.Polytechnic Institute of Viseu (IPV)2019-09-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.29352/mill0210.06.00252eng1647-662X0873-3015Lamounier, SlavisaLopes, Paulo Ferreirainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-06-15T15:01:51Zoai:ojs.revistas.rcaap.pt:article/18241Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:29:27.902984Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The body and sound as stimulators of interactive processes in young people with special educational needs El cuerpo y el sonido como estimuladores de los procesos interactivos en jóvenes con necesidades educativas especiales O corpo e o som como estimuladores dos processos interativos em jovens com necessidades educativas especiais |
title |
The body and sound as stimulators of interactive processes in young people with special educational needs |
spellingShingle |
The body and sound as stimulators of interactive processes in young people with special educational needs Lamounier, Slavisa Education and Social Development Sciences |
title_short |
The body and sound as stimulators of interactive processes in young people with special educational needs |
title_full |
The body and sound as stimulators of interactive processes in young people with special educational needs |
title_fullStr |
The body and sound as stimulators of interactive processes in young people with special educational needs |
title_full_unstemmed |
The body and sound as stimulators of interactive processes in young people with special educational needs |
title_sort |
The body and sound as stimulators of interactive processes in young people with special educational needs |
author |
Lamounier, Slavisa |
author_facet |
Lamounier, Slavisa Lopes, Paulo Ferreira |
author_role |
author |
author2 |
Lopes, Paulo Ferreira |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Lamounier, Slavisa Lopes, Paulo Ferreira |
dc.subject.por.fl_str_mv |
Education and Social Development Sciences |
topic |
Education and Social Development Sciences |
description |
Introduction: Inserted in the development of a digital musical instrument, the Digital Sock, we present in this document the results obtained from the analysis of the psycho-pedagogical interactive cycle in which we investigate the instrument as a sound stimulation tool in interactive processes between body-instrument-environment. Objetives: Analysis of the psych pedagogical interaction cycle that investigates the relationship between body and sound, with the new instrument, the Digital Sock, as a stimulating device for communicational processes. Methods: The methodology used for this investigation was action research. In the first phase, we conducted a psychopedagogical intervention with young people in Special Education. In the second phase, we conducted a Case Study with a young man diagnosed with Autism Spectrum Disorder. For data collection we used audiovisual media and field diary, focused interview, participant observation and document analysis. For the interpretation of the data we performed the discourse analysis and the content analysis. The acting model used during the two phases of practical intervention prioritized the integration of music and body movement (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); the formation of the scenic gesture (Laban, 1978; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); ludic practice (Lapierre, 1982; Fonseca, 2001; Acouturier & Lapierre, 2004; Vieira, Batista & Lapierre, 2005); creative improvisation (Nordoff & Robins, 1959; Bruscia, 1999) and the belief that sound and music enable peer communication (Benenzon, 1981; Whipple, 2004). Results: The body-sound relationship as a means of expression has shown to be able to stimulate creative processes and the development of critical and reflexive thinking. All the activities developed during the meetings prioritized the body-sound relationship. The analysis of the narratives showed that the message propagated by the sock (the sonority) was understood as a reaction to the sound heard during the exercise (with individual encoding and decoding) and expressed through the eyes of the hands, facial expression and body balance - subtle movements, more visible than the broad movements. Conclusions: The interpretation of the data led us to conclude that Digital Sock, perceived as a psychopedagogical tool for sound and gestural stimulation, favours the development of scenic-musical narratives in young people with Special Educational Needs. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.29352/mill0210.06.00252 |
url |
https://doi.org/10.29352/mill0210.06.00252 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
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1647-662X 0873-3015 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
publisher.none.fl_str_mv |
Polytechnic Institute of Viseu (IPV) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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