THE SOCIAL ASPECT OF THE USAGE OF PUPILS' SELF-EXPRESSION SKILLS ACQUIRED WITHIN MUSIC EDUCATION

  • Iveta Kepule Rezekne Academy of Technologies Atbrīvošanas aleja 115, Rezekne, Latvia
  • AINA STRODE Rezekne Academy of Technologies Atbrīvošanas aleja 115, Rezekne, Latvia
Keywords: social environment, self-expression skills, music education, questionnaires

Abstract

Aim. The aim of the research is to study the usage of primary school pupils’ self-expression skills acquired within music education in various social contexts.

Methods. Theoretical research method – the analysis of literature, empirical data acquisition method – questionnaire. Statistical data processing has been carried out in IBM SPSS 23 programme, using the following data processing methods: frequency analysis; Mann-Whitney U test for the comparison of two independent groups; Kruskal-Wallis test for the comparison of three or more independent groups; Kendall rank correlation coefficient for the assessment of associations between two variables.

Results. In the development of self-expression skills, an important aspect is the social performance criterion that is based on pupils’ need for self-expression in a social environment of practising music. Age and gender-based correlations in the assessment of a self-expression skill criterion "Social performance" indicate that with age pupils become more independent and engaged in music-related social activities. Girls are socially more active and emotional and engage in artistic activities more often. The research confirms the role of teachers in the development of pupils’ self-expression skills, promoting integration of formal and informal learning process and transformation in formal and informal learning environment.

Conclusions. The dynamics and interactions of self-expression skills’ development factors (social, emotional and intellectual) defines pupils’ individual self-expression skills and development tendencies. Self-expression is important for pupils in social aspect, as it is related to socialisation in microenvironment (family) and macroenvironment (friends) and affects cooperation and communication.

Author Biographies

Iveta Kepule, Rezekne Academy of Technologies Atbrīvošanas aleja 115, Rezekne, Latvia

PhD candidate, M.paed., music teacher.

Author of more than 15 scientific publications. The participant of conferences in Latvia, Lithuania, Russia, Estonia. Area of scientific interests: Music education, Music therapy in inclusive education, Music in competences approach of education.    

 

AINA STRODE, Rezekne Academy of Technologies Atbrīvošanas aleja 115, Rezekne, Latvia

Dr.paed., M.art,

Associate professor of Rezekne Academy of Technologies, Lead researcher of Research Institute for Regional Studies

Author of more than 70 scientific publications. The participant of conferences in Latvia, Lithuania, Russia, France, Portugal, Spain. Area of scientific interests: Pedagogy of arts and design, Design study in multidisciplinary context.

 

References

Baacke, D. (2007). Medienpädagogik [Media Education]. Tübingen: Niemeyer.

Barrett, M.S. (2011). Towards a cultural psychology of music education. In M.S. Barrett (Ed.), A cultural psychology of music education Oxford University Press (pp. 1-15). Oxford, U.K.: Oxford University.

Ben-Eliyahu, A. (2019). Academic Emotional Learning: A critical component of self-regulated learning in the emotional learning cycle. Educational Psychologist, 54(2), 84-105. https://doi.org/10.1080/00461520.2019.1582345

Bronfenbrenner, U. (1994). Nature-Nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568-86. doi:10.1037/0033-295x.101.4.568

Bruner, J.S. (1996). The Culture of Education. USA: President and Fellows of Harward College.

Burdjē, P. (2004). Praktiskā jēga [Practical sense]. Rīga: Omnia Mea.

Cross, I. (2001). Music, cognition, culture, and evolution. Annals of the New York Academy of Sciences, 930, 28–42. doi: 10.1111/j.1749-6632.2001.tb05723.x

Fletcher, T. (2020). The Extended Extended Family: Sport and Familial Relationships. Palgrave Macmillan, Cham.

Hall, P., & Lamont, M. (Eds.). (2009). Successful societies: How institutions and culture affect health. Cambridge, UK: Cambridge University Press.

Howard, K. (2018). The Emergence of Children’s Multicultural Sensitivity: An Elementary School Music Culture Project. Journal of Research in Music Education, 66(3), 261-277. Retviered from https://journals.sagepub.com/toc/jrm/66/3

Huron, D. (2001). Is music an evolutionary adaptation? Annals of the New York Academy of Sciences, 930, 43–61. doi: 10.1111/j.1749-6632.2001.tb05724.x

Kepule, I., Strode, A. (2019). Formation of pupils' music learning experience and self-expression skills in socio-emotional activities. In V.Lubkina (ed.), Sabiedrība, Integrācija, Izglītība: Starptautiskās zinātniskās konferences materiāli” (244.-254.lpp.). Latvija, RTA, ISSN 1691-5887 DOI: http://dx.doi.org/10.17770/sie2019vol2.4003

Kristapsone, S. (2008). Zinātniskā pētniecība studiju procesā [Scientific research in the study process]. Rīga: Turība

Pavlou, V. (2019). Art Technology Integration: Digital Storytellying as a Transformative Pedagogy in Primary Education. The International Journal of the Art&Design Education. https://doi.org/10.1111/jade.12254

Piaget, J. (1961). The Child’s Conception of Number. London: Routledge and Kegan Paul Ltg.

Popers, K. (2005). Nākotne atvērta [The future is open]. Rīga: Zvaigzne ABC.

Reybrouck, M., Eerola, T., & Podlipniak, P. (Eds.). (2018). Music and the Functions of theBrain: Arousal, Emotions, and Pleasure. Lausanne: Frontiers Media. doi:10.3389/978-2-88945-452-5

Roger, C.R. (1969). Freedom to Learn. A View of What Education Migh Become. Columbus, Ohio: Charles E. Merrill publishing Company.

Rubene, Z. (2011). Bērns un jaunietis digitālajā pasaulē [Children and young people in the digital world]. Zinātniski metodisks izdevums „TAGAD”. ESF projekta „Atbalsts valsts valodas apguvei un bilingvālajai izglītībai” Nr. 2008/0003/1DP/1.2.1.2.1/08/IPIA/VIAA/002 izdevums.

Schäfer, K., & Eerola, T. (2018). How listening to music and engagement with other media provide a sense of belonging: An exploratory study of social surrogacy. Psychology of Music. https://doi.org/10.1177/0305735618795036

Schorb, B. (2005). Medienforschung. In: Grundbegiffe Medienpädagogik. [Media research. In: Basic concepts of media education.]. München: Kopaed.

Shanker, S., Bertrand, J., (2013). Self-Regulation... What is it and why is it important for learning? Uploaded by the Government of British Columbia's official channel on YouTube, on December 02 2013. https://youtu.be/eyyV8Tylcms

Siegel, D. (2010). Self-Regulation: Strategies for Home and School. Recorded January 12, 2010. Accessed on Nov 7 2012, upladed by Steindhardt School at NYU, official YouTube channel.

Smits, E. (2000). Paātrinātā mācīšanās klasē [Accelerated classroom learning]. Rīga: Pētergailis.

Spanhel, D. (2006). Medienerziehung. Band 3. Erziehungs - und Bildungsaufgaben in der Mediengesellschaft [Media Education. Volume 3. Upbringing and educational tasks in the media society]. Stuttgart: Klett – Cotta.

Svence, G. (1999). Attīstības psiholoģija [Developmental psychology]. Rīga: Zvaigzne ABC.

Vuorinens, R., & Tūnala, E. (1999). Cilvēka attīstība posmi [Stages of human development]. Rīga: Zvaigzne ABC.

Wright, R. (2016). Informal Learning in General Music Education. In C. Abril, C, Gault (Eds.), Teaching General Music: Approaches, Issues, and Viewpoints. New York: Oxford University Press. DOI: https://dx.doi.org/10.1093/acprof:oso/9780199328093.003.0011

Žogla, I. (2001). Skolēnu izziņas attieksme un tās veidošanās mācību procesā [Pupils' cognitive attitude and its formation in the study process]. Rīga: RaKa.

Published
2020-09-11
How to Cite
Kepule, I., & STRODE, A. (2020). THE SOCIAL ASPECT OF THE USAGE OF PUPILS’ SELF-EXPRESSION SKILLS ACQUIRED WITHIN MUSIC EDUCATION. Journal of Education Culture and Society, 11(2), 101-113. https://doi.org/10.15503/jecs2020.2.101.113