Cristin-prosjekt-ID: 406240
Sist endret: 3. september 2012, 00:00

Cristin-prosjekt-ID: 406240
Sist endret: 3. september 2012, 00:00
Prosjekt

141858-2008-LLP-BE-COMENIUS-CMP -- SILVER project (Comenius action part of EU Life Long Learning Programme).

prosjektleder

Dan Dyrli Daatland
ved Institutt for grunnskolelærerutdanning, idrett og spesialpedagogikk ved Universitetet i Stavanger

prosjekteier / koordinerende forskningsansvarlig enhet

  • Institutt for grunnskolelærerutdanning, idrett og spesialpedagogikk ved Universitetet i Stavanger

Klassifisering

Vitenskapsdisipliner

Fagdidaktikk

Emneord

Demokratisk medborgerskap • Migrasjon • Interkulturell læring

Tidsramme

Avsluttet
Start: 1. oktober 2008 Slutt: 30. september 2011

Beskrivelse Beskrivelse

Tittel

141858-2008-LLP-BE-COMENIUS-CMP -- SILVER project (Comenius action part of EU Life Long Learning Programme).

Sammendrag

Se nedenfor (engelsk)

Vitenskapelig sammendrag

Se nedenfor (engelsk)

Tittel

141858-2008-LLP-BE-COMENIUS-CMP -- SILVER project (Comenius action part of EU Life Long Learning Programme).

Sammendrag

Music is one of the most important means of identity building of young people around the world. Every song has a meaning to the listener, every tune has a value. Recent sociological research has shown how people learn to understand each other and even become friends by music (cfr. Selfhout, M., Branje, S., Ter Bogt, T.F.M., Delsing, M.J.M.H., & Meeus, W.H.M. (2008) De rol van gelijkheid in muziekvoorkeuren in vriendschapsformatie en vriendschapsverbreking. Pedagogiek (in press). Therefore, music should be an excellent tool for the communication of intercultural diversity and the discussion of value systems, which is an important goal of education in general, and the Comenius program in particular. But although education through arts can be very powerful (e.g. the research in BAMFORD, A. (2006) The Wow Factor, Waxman), music doesn¿t live up to the task. Of all artforms, music is even least enjoyed in schools in the UK (HARLAND, J., KINDER, K., LORD, P., a.o. (2000). Arts Education in 2ndary Schools Effects and Effectiveness. Slough: NFER.). Also Flemish teachers often use music for motivational reasons, but without satisfying results (research by project partner, DE BRUYCKERE, P., (2008) Music als middel in de klas, Tijdschrift voor lerarenopleiders in review). ( Article Music : a tool in the class) Therefore a new approach is needed where instead of asking the learners to tell what they think, feel or value in a song a teacher suggests, both parties must testify about there own culture and music as a starting point for intercultural understanding. Starting point is the transfer of values based on the European Human Rights. The project wants to foster interchange of good practices of an innovative didactic developed by different teacher training institutions. The project will use music as a tool for value communication and understanding in order to help young people to build their self-identity and reflection on values. Both are basic skills for personal development and life in the diversity of the European society.

Vitenskapelig sammendrag

Music is one of the most important means of identity building of young people around the world. Every song has a meaning to the listener, every tune has a value. Recent sociological research has shown how people learn to understand each other and even become friends by music (cfr. Selfhout, M., Branje, S., Ter Bogt, T.F.M., Delsing, M.J.M.H., & Meeus, W.H.M. (2008) De rol van gelijkheid in muziekvoorkeuren in vriendschapsformatie en vriendschapsverbreking. Pedagogiek (in press). Therefore, music should be an excellent tool for the communication of intercultural diversity and the discussion of value systems, which is an important goal of education in general, and the Comenius program in particular. But although education through arts can be very powerful (e.g. the research in BAMFORD, A. (2006) The Wow Factor, Waxman), music doesn¿t live up to the task. Of all artforms, music is even least enjoyed in schools in the UK (HARLAND, J., KINDER, K., LORD, P., a.o. (2000). Arts Education in 2ndary Schools Effects and Effectiveness. Slough: NFER.). Also Flemish teachers often use music for motivational reasons, but without satisfying results (research by project partner, DE BRUYCKERE, P., (2008) Music als middel in de klas, Tijdschrift voor lerarenopleiders in review). ( Article Music : a tool in the class) Therefore a new approach is needed where instead of asking the learners to tell what they think, feel or value in a song a teacher suggests, both parties must testify about there own culture and music as a starting point for intercultural understanding. Starting point is the transfer of values based on the European Human Rights. The project wants to foster interchange of good practices of an innovative didactic developed by different teacher training institutions. The project will use music as a tool for value communication and understanding in order to help young people to build their self-identity and reflection on values. Both are basic skills for personal development and life in the diversity of the European society.

prosjektdeltakere

prosjektleder

Dan Dyrli Daatland

  • Tilknyttet:
    Prosjektleder
    ved Institutt for grunnskolelærerutdanning, idrett og spesialpedagogikk ved Universitetet i Stavanger
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