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EDUCATION TO LISTENING LABORATORIES: EXPERIENCES OF REFLECTIVE
LABORATORIES IN UNIVERSITY CURRICULA
Romano Alessandra, Strollo Maria Rosaria, Galante Bruno
University of Naples "Federico II" (ITALY)
6th International Conference on Education and New Learning
TechnologiesBarcelona - 7th - 9th of July 2014
The Two Points Of Research: The Listening and The Laboratory
This paper presents an action-research which has been carried out
within the framework of the University Laboratory of Education to
listening, founded some years ago by the research group of the
Laboratory of Epistemologies and Educational Practices of the
Department of Humanities at University of Naples Federico II. The
Laboratory of Education to listening involves undergraduate
students in structured pathways: they are future psychologists who
attend the academic course of Social Pedagogy.
Pedagogical Innovations Within formal educational settings, in
university classroom, undergraduate students had the possibility to
experience the connections between music, body, attention to the
others, empathy, silence and sounds.
They could develop skills to meaningful listening, creativeness
and critical thinking, and could gain awareness of themselves and
of their perspectives of meaning.
The whole experience could be an experience of transformative
learningThe methodologies are exercises of attention to themselves
and the others, exercises of imagination and of mindfulness,
exercises for hand writing mechanism, sound dramatization, musical
autobiography, hypertexts, methodologies of the Theatre of the
Oppressed
The proposed laboratory was marked on concrete actions that
activate ways of thinking, vision of things, real habits.
In this experience, laboratory is a "space" in which, through
the use of sound, voice and music, reflective situations are
provoked and generated.
Everyone works in the dimension of "here and now", generated by
possible new meaning horizons, and possible changes and enrichment
of their ways of acting and thinking lie ahead.The workshop was
organized on a weekly meeting for the two groups of participants.
The role of the conductors was to propose a series of concrete
actions and to leave that "to collaborate " jointly defined the
learning situation through the plurality of voices of individual
participants and the enhancement and the appreciation of
sounds.
Numerous exercises were proposed for students during the
workshops. They are inspired by musical improvisation, music
creation, and re-creation and listening.
Exercises were calibrated from time to time to enhance and to
emphasize what emerged during the previous meetings. Laboratory
purpose was listening, and so it was essential to provide that each
exercise require the bringing into play of an attitude and of a
willingness in which specific cognitive skills were joint to
ability of negotiating.
The Laboratory Evaluation and the Test-Retest Questionnaire The
Laboratory Evaluation and the Test-Retest Questionnaire This
questionnaire was also administered at the end of the Laboratory
course, during the last workshop, in order to verify any changes
regarding to two essential points of the route:
A) what are the components of a laboratory
B) the definition of listeningThe Laboratory Evaluation and the
Test-Retest Questionnaire The reading of the questionnaires was
made on the basis of the following aspects, which derived from the
new National Guidance Guidelines (November, 2013) :
1. KNOWLEDGE DEVELOPMENT2. SKILLS FOR THE FUTURE DEVELOPMENT3.
CRITICAL ABILITY4. RELATIONSHIPS DEVELOPMENT 5. SATISFACTION
INDEX
We administered 40 pre-test questionnaires and 40 post-test
questionnaires.
Research results Students motivation to take part into
Laboratory experience were originally Interests and curiosity, what
they had heard from their colleagues of the previous Laboratory,
and the desire to experiment alternative didactics and to do
something which could be useful for their future profession.
At the end of the Laboratory course, the majority of
participants answer that the level of satisfaction for the
Laboratory is very relevant. No one believes that Laboratory of
Education to Listening was not relevant or important for
him/her.
Research results At the beginning of the Laboratory, students
expectations were to learn at first, to know new educational
instrument, to experiment music-therapy activities, and to learn
education to listening. All of these expectations are realized
according to the answers of the post-test questionnaire.
Another important expectation people had and still have was to
be part of a group and to work practically and in group: the group
setting was preserved from the beginning to the end of the
Laboratory, and created a space to share emotions, to develop a net
of relationships, to get involved and to be aware of the occurring
processes, beyond students initial expectations.
Research results People still believe that these are Laboratory
components at the end of the journey, but they also add the
characteristics of the connections between body and mind, of
metacognition and of being part of a net of relationships, where
its possible to develop collaboration and ability to compare each
other.
Regarding the definition of Listening, students said that
Listening was ability to go beyond simple hearing, and listening to
themselves, listening to the others, without any pre-conception,
creating a space for the others. .
Research results .
Space and time are invested in a less hurried way and filled
with not yet explored meanings. Smells, sounds constituent elements
of the environment, images, all are organized in a variety of codes
that exceed what is the "mainstream" and coded social
explanations.
Writing is an expression of spontaneous movement. All this
obviously requires energy. The laboratory shows that it exists
something as a value-oriented thinking (caring) and that it is the
third prerequisite of a higher-order thinking
Teachers and students have the possibility to manage the
opportunities for communication and interaction of the laboratory.
That means:- its necessary an attention to listen to themselves-
its necessary an attention to listen to others
The Exercises Contribution:
Through laboratory exercises, students acquire a practice that
gradually leads to an experienced firsthand awareness of listening.
From the psychogenic point of view, exercises stimulated and
increased levels of awareness.
Thanks for your attention!!!!!
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