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Abstract

Research findings confirm positive links between music education, scholastic achievement, and social adaptability, especially among at-risk and special needs children. However, few studies explain how this process occurs. This article presents a didactic approach, which suggests practical ways of enhancing general learning skills while teaching music. Conducted with young children with severe learning difficulties aged 4—10, the MISC-MUSIC (More Intelligent and Sensitive, or Socially Compliant Children) program (Klein, 1996) interconnects the following three components: (1) the content of the music lessons; (2) the creation of educational frameworks that nurture quality, active teacher—child interactions (mediated learning environments), and (3) the choice of relevant, general learning skills (cognitive functions) to be fostered during the music lesson. The article explains the theoretic premises of MISC-MUSIC, cites examples of how this approach was implemented, and reflects on the effectiveness of the program.

Un programme de musique pour augmenter des compétences d'apprentissage parmi des enfants en difficultés scolaires Les résultats de recherches confirment les liens positifs entre l'éducation musicale, la réussite scolaire et l'adaptation sociale, particulièrement parmi les enfants `à-risque' et aux besoins `spéciaux'. Cependant, peu d'études expliquent le déroulement du processus. Cette étude présente une approche didactique qui propose des manières concrètes d'augmenter des compétences d'apprentissage générales tout en enseignant la musique. Conduit avec des enfants en bas êge en difficultés scolaires graves, âgés de 4 à 10 ans, le MISC-MUSIC (More Intelligent and Socially Compliant Children [Klein, 1996]) lie ensemble les trois éléments suivants: (1) le contenu des leçons de musique; (2) la création de structures éducatives, qui consolident la qualité des interactions actives entre l'enseignant et l'enfant (environnements d'apprentissage médiatisés); et (3) le choix de compétences d'apprentissage adéquates et générales (fonctions cognitives) à stimuler pendant la leçon de musique. L'article explique les prémices théoriques de MISC-MUSIC, cite des exemples de la façon dont cette approche a été appliqué, et rend compte de l'efficacité du programme.

Ein Musikprogramm zur Steigerung kognitiver Verarbeitung bei Kindern mit Lernschwierigkeiten Forschungsresultate bestätigen positive Verbindungen zwischen Musikerziehung, schulischer Leistung und sozialer Anpassung, speziell bei gefährdeten Kindern und solchen mit speziellen Bedürfnissen. Jedoch gibt es nur wenige Studien die erklären, wie dieser Prozess verläuft. Diese Studie beschreibt einen didaktischen Zugang, der praktische Wege vorschlägt, wie im Laufe des Musikunterrichtes allgemeine Lernfertigkeiten verbessert werden können. Durchgeführt mit kleinen Kindern mit ernsthaften Lernschwierigkeiten im Alter von 4—10 Jahren, schafft das MISC-MUSIC (More Intelligent and Socially Compliant Children; Klein, 1996) Programm Verbindungen zwischen den drei folgenden Komponenten: (1) dem Inhalt der Musiklektionen; (2) dem Gestalten eines erzieherischen Aufbaus mit fördernden Qualitäten, einer aktiven Lehrer—Schüler Interaktion (vermittelndes Lernumfeld); und (3) der Wahl relevanter, allgemeiner Lernfertigkeiten (kognitive Funktionen) um während der Musiklektionen gefördert zu werden. Der Artikel beschreibt die theoretischen Voraussetzungen, von MISC-Music zitiert Beispiele wie dieser Zugang eingeführt wurde; und reflektiert über die Wirksamkeit des Programmes.

Un programa de musica para mejorar el progresamiento cognitivo en los ninos con dificultdades de aprendizaje La investigación confirma vínculos positivos entre la educación musical, los logros escolares y la adaptabilidad social, especialmente entre niños en situación de riesgo y con necesidades educativas especiales. Sin embargo, pocos estudios explican cómo sucede ese proceso. Este trabajo presenta un enfoque didáctico en el que se sugieren formas prácticas para desarrollar las destrezas de aprendizaje general en la enseñanza de la música. El programa MISC-MUSIC (acrónimo inglés para `Niños más Inteligentes y Socialmente Obedientes' [Klein, 1996]), llevado a cabo con niños de 4 a 10 años con graves dificultades de aprendizaje, conecta tres componentes: (1) el contenido de las clases de música; (2) la creación de marcos educativos que nutren interacciones profesor-niño activas y de calidad (contextos de aprendizaje mediado); y (3) la elección de destrezas de aprendizaje general relevantes (funciones cognitivas) que se fomentarán durante la clase de música. Este artículo explica las premisas teóricas de MISC-MUSIC, cita ejemplos de cómo se implementó el enfoque y reflexiona sobre la efectividad del programa.

Keywords

cognitive modifiability mediation MISC music education

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MISC-MUSIC: a music program to enhance cognitive processing among children with learning difficulties

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