04. Inclusive Education
Research Workshop
Inclusion THROUGH Music versus Inclusion IN Music: Digital Contributions to Inclusion in Music Learning
Davys Moreno1, António Moreira1, Oksana Tymoshchuk1, Carlos Marques2
1University of Aveiro; 2Artistic School Conservatory of Music Calouste Gulbenkian, Aveiro
Presenting Author: Moreno, Davys
Living in a Europe that aims to be a plural, active and networked society, the promotion of dialogues between different cultures and the search for knowledge are fundamental to ensure a diverse, inclusive, equitable and quality education.
The present Workshop proposal is justified both by the recognition of the need to develop dynamics and processes of collaborative work between cultures, and to raise awareness of the potentialities of using emerging Accessible Digital Musical Instruments (ADMIs) and Assistive Technologies in favour of an inclusive music education.
This proposal aims to sensitize participants to the recognition of the potential of Digital Technology, in the development of inclusive dynamics and collaborative work processes, in the field of teaching / learning of music. It aims to present different works and technologies already developed, or under development, to promote inclusive music teaching, both in the context of Regular Education and in the context of Arts Education Programmes of Music. Furthermore, it aims to identify possible problems that can be faced in the processes of inclusion in music, promoting collaborative and participatory work towards their resolution. The themes addressed will be as follows:
- Music Teaching and Music Therapy, similarities, and differences,
- Universal Design as pedagogical differentiation for learning,
- Strategies for enhancing the active participation of all children,
- Promotion of opportunities for success,
- Case studies,
- Curricular adaptations in Arts Education Programmes of Music for the benefit of Inclusion,
- Use of Assistive Technology/Technologies and Software for the Teaching of Music,
- Potentiation of the development of Good Practices among all trainees.
ACKNOWLEDGEMENTS
Work financed by FCT – Foundation for Science and Technology, within the scope of the PhD scholarship with reference 2020.07331.BD, and by National Funds through FCT - Foundation for Science and Technology, IP, within the scope of the UIDB/00194/2020 project, referring to CIDTFF - Research Center in Didactics and Technology in the Training of Trainers.
Methodology, Methods, Research Instruments or Sources UsedA collaborative model will be adopted in the session, encouraging the exchange of experiences and ideas, trust, interaction, and teamwork. The reflection will be constant, including the analysis of resources and musical pedagogical activities with technological support.
Active methodologies will be used, like modelling and pedagogical practices that include strategies aimed at inclusion.
The introduction of contents will be made through the creation of real learning scenarios, in which participants also take responsibility for their own learning, establishing partnerships between them.
The following materials and equipment will be used:
Video projector, speakers, Laptop, tablets, Assistive Technology (PCEye 5, switches, Grid3 software, Inproman Interface, etc.), Music Apps, ADMIs and various traditional musical instruments.
Conclusions, Expected Outcomes or FindingsThe session aims to make participants sensitive to issues related to inclusion in music learning. It aims to promote knowledge of different Technologies already developed, or under development, to promote inclusive music teaching, both in the context of Regular Education and Arts Education Programmes of Music. Furthermore, this session aims to demonstrate that collaborative and participatory work can facilitate the resolution of problems that can be encountered in these processes of inclusion.
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Moreno, D., Moreira, A., Tymoshchuk, O., & Marques, C. (2021). Finding solutions to promote the inclusion of children with Cerebral Palsy in Arts Education Programmes of Music: an integrative literature review using webQDA. Indagatio Didactica, 13(3), 537-558. https://doi.org/10.34624/id.v13i3.25599
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