CREATING A TRADITIONAL ORCHESTRA FOR THE NEEDS OF SPECIAL EDUCATION

Authors

  • Joannis Makris High School of Pedagogical & Technical Education

DOI:

https://doi.org/10.17770/amcd2015.1361

Keywords:

Traditional orchestra, musical enjoyment, intellectual deficit, applies behavior analysis

Abstract

The creation and teaching of a musical ensemble constitutes a complex process. The process becomes all the more complex when it entails the needs of Special Education. The goal of the present study is to present the teaching of a traditional orchestra to individuals suffering from intellectual deficits. Our methodological framework is anchored on: (a) Applied Behavior Analysis (Miller, 1962; Krumboltz & Krumboltz, 1972; Gibbs & Luyben, 1985; Kazdin, 1984) with the help of technology (Makris, 2015); and (b) the analysis of the mathematical law governing musical pleasure (Makris, Mullet, 2003). More specifically, we will be analyzing the manner in which we can create and teach a traditional orchestra to mentally disabled individuals through the application of the model “visual stimulus” – “psychophysical reaction”. The gradual shaping of behavior entails progressive reinforcement and not anticipation of perfection, the motive of the mentally disabled individuals to participate and be included. The results presented in the graphs confirm in practice the success of the present endeavor.

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Author Biography

  • Joannis Makris, High School of Pedagogical & Technical Education
    Post Doctoral & Doctoral Degree in Psychology,
    High School of Pedagogical and Technological Education – Athens, Associated Profesor, Composer, Conductor.
    Degree in Music from Paris IV – Sorbonne University (France), in Classical Guitar and in Byzantine Music (Greece). He received his Ph. D and his Post – Ph. D. in Psychology from the Ecole Pratique des Hautes Etudes (France). He has made speaches and lectures on Music, Psychology and Music Therapy in England, Portugal, Holland, Greece, Tunisia, Lithuania and Latvia. For many years was in charge of academic musical ensembles. His work is focus in Symphonic Music, in Word Instrumental Music and in Sound Design.

References

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Gibbs, J. W., & Luyben, P. D. (1985). Treatment of self-injurious behavior: Contingent versus noncontingent possible practice over – correction. Behavior Modification, 9, 3-21.

Lee Heward, W. (2011). Childrens with Special needs, an introduction to the special education, text in Greek, Athens: Topos.

Kazdin, A. E. (1984). Behavior modification in applied settings. Homewood, IL.: Dorsey Press.

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Makris I., (2015). Innovation and use of technology in Special Education, Erkyna, Athens: Panhellenic Scientific and Educational Association of secondary Education PA.P.E.D.E.

Makris, I., Macri, D. (2009). Introduction to Music Therapy, text in Greek, Athens: ed. Grigoris. 12. Makris, I., Mullet, E. (2003). Judging the pleasantness of contour – rhythm – pitch – timbre. American Journal of Psychology, vol 116(4), p. 581-611.

Miller, R. B. (1962). Analysis and specification of behaviorfor training. In R. Glaser (Ed.), Trainning reasearch and education: Science edition, New York: Wiliey.

Woolfolk, A. (2005). Educational Psychology, text in Greek, Athens: ed. Ellin. 57

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Published

08.09.2015

How to Cite

Makris, J. (2015). CREATING A TRADITIONAL ORCHESTRA FOR THE NEEDS OF SPECIAL EDUCATION. ARTS AND MUSIC IN CULTURAL DISCOURSE. Proceedings of the International Scientific and Practical Conference, 52-57. https://doi.org/10.17770/amcd2015.1361