FORMATION OF PUPILS' MUSIC LEARNING EXPERIENCE AND SELF-EXPRESSION SKILLS IN SOCIO-EMOTIONAL ACTIVITIES

Iveta Kepule, Aina Strode

Abstract


When emphasizing a role of education in development of creative personality, attention during the process of teaching music is paid to the pupil’s social and emotional learning which determines formation of self-expression skills based on the pupil’s attitude and personal qualities. Emotions as one of the main mechanisms of mental activity and behavior are directed toward satisfaction of current needs, while social processes determine a way how a pupil assesses intensity of the motivation establishing emotional stimulus. The motivation area of the self-expression formation in teaching music is determined by the social and emotional learning environment of the pupil, facilitating interaction of emotional and cognitive processes, and formation of mutual relationships in family, class, school and among peers. The aim of the study: to characterize the types of social and emotional activity facilitating self-expression of pupils in teaching music, their correlation with the self-expression of the pupil’s personality in social environment. Research methods: analysis of scientific literature, analysis of the author’s teaching experience, thematic analysis of the pupil’s essays in emotional and social context.

 


Keywords


self-expression; emotions; social and emotional learning; teaching music; primary education

Full Text:

PDF

References


Asher, S. R., Renshaw, P. D., & Humel, S. (1982). Peer relations and the development of social skills. In W.W. Hartup (Ed.), The young child: Rewiews of reseach (Vol. 3.). Washington, DC: National Association for the Education of Young Children.

Barrett, M. S., Flynn, L. M., & Welch, G. F. (2018). Music value and participation: An Australian case study of music provision and support in Early Childhood Education. Research Studies in Music Education, 40(2), 226–243. DOI: https://doi.org/10.1177/1321103X18773098

Blood, A. J., Zatorre, R. J., Bermudez, P., & Evans, A. C. (1999). Emotional responses to pleasant and unpleasant music correlate with activity in paralimbic brain regions. Nat. Neurosci. 2, 382–387. DOI: 10.1038/7299.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Burdjē, P. (2004). Praktiskā jēga. Rīga: Omnia mea.

Carr, L., Iacoboni, M., Dubeau, M.-C., Mazziotta, J. C., & Lenzi, G. L. (2003). Neural mechanisms of empathy in humans: a relay from neural systems for imitation to limbic systems. Proc. Natl. Acad. Sci. U S A 100, 5497–5502. DOI: 10.1073/pnas.0935845100

Caruso, D. R., Mayer, J. D., & Salovey, P. (2000). Relation of an Ability Measure of Emotional Intelligence to Personality. Journal of Personality Assessment, 79(2), 306–320.

Carter, P. (2007). Keeping it real: School success beyond black and white. New York, NY: Oxford University Press.

Cassady, J. C., & Boseck, J. J. (2008). Educational psychology and emotional intelligence: Toward a functional model for emotional information processing in schools. In J. Cassady & M. A. Eissa (Eds.), Emotional Intelligence: Perspectives of educational and positive psychology (pp. 3-24). New York: Peter Lang Publishing.

Chung, Y.-C., Greasley, A. E., & Hu, L.-Y. (2019). The relationship between musical preferences and Type D personality. Psychology of Music, 47(1), 3–17. DOI: https://doi.org/10.1177/0305735617733809

Clarke, E. F., DeNora, T., & Vuoskoski, J. K. (2015). Music, empathy and cultural understanding. Phys. Life Review, 15, 61–88. DOI: 10.1016/j.plrev.2015.09.001

Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of Creativity (pp. 297–312). Cambridge, England: Cambridge University Press.

Cook, T., Ashlin, R. K. R., & Welker, K. M. (2019). Music as an emotion regulation strategy: An examination of genres of music and their roles in emotion regulation. Psychology of Music, 47(1), 144–154. DOI: https://doi.org/10.1177/0305735617734627

Csikszentmihalyi, M. (1996). Creativity : Flow and the Psychology of Discovery and Invention. New York: Harper Perennial.

Eisenberger, R., & Shanock, L. (2003). Rewards, Intrinsic Motivation, and Creativity: A Case Study of Conceptual and Methodological Isolation. Creativity Research Journal, 15(2-3), 121-130. DOI: http://dx.doi.org/10.1207/S15326934CRJ152&3_02

Eisenberger, R., Haskins, F., & Gambleton, P. (1999). Promised reward and creativity: Effects of prior experience. Journal of Experimental Social Psychology, 35(3), 308-325. DOI:10.1006/jesp.1999.1381

Fan, Y., Duncan, N. W., de Greck, M., & Northoff, G. (2011). Is there a core neural network in empathy? An fMRI based quantitative meta-analysis. Neurosci. Biobehav. Review, 35, 903–911. DOI: 10.1016/j.neubiorev.2010.10.009

Geffen, M. (2013). University of Pennsylvania School of Medicine. Link between fear and sound perception discovered. ScienceDaily. Retrieved from: www.sciencedaily.com/releases/2013/06/130630145002.htm

Goldman, A. I. (2006). Simulating Minds: The Philosophy, Psychology, and Neuroscience of Mindreading. New York, NY: Oxford University Press.

Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.

Grabmeier, J. (2019). Time parents spend with children key to academic success. Retrieved from https://phys.org/news/2019-02-parents-children-key-academic-success.html

Guest, G. S., MacQueen, K. M., & Namey, E. E. (2011). Applied thematick analysis. Thousand Oaks, CA: Sage Publications.

Hagger, M. S., & Chatzisarantis, N. L. D. (2012). Transferring motivation from educational to extramural contexts: A review of the trans-contextual model. European Journal of Psychology of Education, 27, 195–212. DOI:10.1007/s10212-011-0082-5.

Hagger, M. S., Chatzisarantis, N. L. D., Culverhouse, T., & Biddle, S. J. H. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: A trans-contextual model. Journal of Educational Psychology, 95, 784–795. DOI:10.1037/0022-0663.95.4.784

Hartup, W. W. (1983). Peer relations. In P.H. Mussen (Ed.), Handbook of child psychology. New York: Willey.

Howitt, D. & Cramer, D. (2010). Introduction to Research Methods in Psychology. 3rd Edition. London: Prentice Hall.

Hudziak, J. (2014). Cortical Thickness Maturation and Duration of Music Training: Health-Promoting Activities Shape Brain Development. Journal of American Academy of Child and Adolescent Psychiatry. DOI: 10.1016/j.jaac.2014.06.015

Izard, C. E. (2011). Forms and Functions of Emotions: Matters of Emotion–Cognition Interactions. DOI: https://doi.org/10.1177/1754073911410737

Juslin, P. N., & Västfjäll, D. (2008). Emotional responses to music: the need to consider underlying mechanisms. Behav. Brain Science, 31, 559–575; 575–621. DOI: 10.1017/s0140525x08005293

Jūrmalietis, R. (2006). Sociālā vide: kultūrzinātniskā interpretācija. Studiju burtnīca. Rīga: LU. Retrieved from: http://vide.lu.lv/docs/Soc_vides_burtnica_9maijs2011.pdf

Kupers, E., van Dijk, M., & van Geert, P. (2015). Within-teacher differences in one-to-one teacher–student interactions in instrumental music lessons. Learning and Individual Differences, 37, 283 - 289. DOI: https://doi.org/(...)j.lindif.2014.11.012

Kreutz, G., Schubert, E., & Mitchell, L. A. (2008). Cognitive styles of music listening. Music Perception, 26, 57–73. DOI: 10.1525/mp.2008.26.1.57

Lazarus, R. (1991). Emotion and adaptation. New York: Oxford University Press.

Leflot, G., Onghena, P., & Colpin, H. (2010). Teacher–child interactions: relations with children's self-concept in second grade. Infant and Child Development, 19(4), 385-405. DOI:10.1002/icd.672. ISSN 1522-7219

Līduma, A. (2015). Bērna muzikalitāte. Rīga: Librum.

Leflot, G., Onghena, P., & Colpin, H. (2010). Teacher–child interactions: relations with children's self-concept in second grade. Infant and Child Development, 19(4), 385–405. DOI:10.1002/icd.672. ISSN 1522-7219

Marsh, H. W., Craven, R. G., & Debus, R. (1991). Self-concepts of young children 5 to 8 years of age: Measurement and multidimensional structure. Journal of Educational Psychology, 83(3), 377-392. DOI: http://dx.doi.org/10.1037/0022-0663.83.3.377

Miu, A. C., & Vuoskoski, J. K. (2017). The social side of music listening: empathy and contagion in music-induced emotions. In E. King, & C. Waddington (Eds), Music and Empathy (pp. 124–138). London: Routledge.

Molnar-Szakacs, I., & Overy, K. (2006). Music and mirror neurons: from motion to ‘e’motion. Soc. Cogn. Affect. Neuroscience, 1, 235–241. DOI: 10.1093/scan/nsl029

Overy, K., & Molnar-Szakacs, I. (2009). Being together in time: musical experience and the mirror neuron system. Music Perception, 26, 489–504. DOI: 10.1525/mp.2009.26.5.489

Pereira, C. S., Teixeira, J., Figueiredo, P., Xavier, J., Castro, S. L., & Brattico, E. (2011). Music and emotions in the brain: familiarity matters. PLoS One 6:e27241. DOI: 10.1371/journal.pone.0027241

Pipere, A. (2017). Kvalitatīvs pētījums. K. Martinsone, A. Pipere (red.), Ievads pētniecībā: stratēģijas, dizaini, metodes (89.-119. lpp.). Rīga: RaKa.

Poon, M., & Schutz, M. (2015). Cueing musical emotions: An empirical analysis of 24-piece sets by Bach and Chopin documents parallels with emotional speech. Frontiers in Psychology. DOI: 10.3389/fpsyg.2015.01419

Preston, S. D., & de Waal, F. B. M. (2002). Empathy: its ultimate and promixate bases. Behav. Brain Science, 25, 1–20; discussion 20–71. DOI: 10.1017/s0140525x02000018

Roseman, I. J. (1984). Cognitive determinants of emotions: A structural theory. In P. Shaver (Ed.), Review of Personality and Social Psychology: Vol. 5. Emotions, relationships, and health (pp. 11–36). Beverly Hills, CA: Sage.

Roseman, I. J. (2001). A model of appraisal in the emotion system: Integrating theory, research, and applications. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 68–91). New York: Oxford University Press.

Scherer, K. R. (1993). Neuroscience projections to current debates in emotionpsychology. Cognition and Emotion, 7, 1-41.

Scherer, K. R., & Zentner, M. R. (2001). Emotional effects of music: production rules. In P. N. Juslin, & J. A. Sloboda (Eds.), Music and Emotion: Theory and Research (pp. 361–392). New York NY: Oxford University Press.

Schubert, E. (2017). Musical identity and individual differences in empathy. In R. Macdonald, D. J. Hargreaves, & D. Miell (Eds.), Handbook of Musical Identities (322–344). Oxford: Oxford University Press.

Svence, G. (1999). Attīstības psiholoģija. Rīga: Zvaigzne ABC.

Wallmark, Z., Deblieck, C., Iacoboni, M. (2018). Neurophysiological Effects of Trait Empathy in Music Listening. Frontiers in Behavioral Neuroscience. DOI: 10.3389/fnbeh.2018.00066

Warikoo, N. (2010). Balancing act: Youth culture in the global city. Berkeley, CA: University of California Press.

Witte, A. L., Kiewra, K. A., Kasson, S. C., & Perry, K. R. (2015). Parenting Talent: A Qualitative Investigation of the Roles Parents Play in Talent Development. Roeper Review, 37(2), 84. DOI: 10.1080/02783193.2015.1008091

Wöllner, C. (2012). Is empathy related to the perception of emotional expression in music? A multimodal time-series analysis. Psychol. Aesthet. Creat. Arts, 6, 214–223. DOI: 10.1037/a0027392




DOI: http://dx.doi.org/10.17770/sie2019vol2.4003

Refbacks

  • There are currently no refbacks.