Using musical improvisation in a curricular diversification group with teenagers: Reflections about music therapy, teenagers and the importance of group cohesion in this population
Author
Fernández, María Peralta
Term
4. term
Education
Publication year
2011
Pages
48
Abstract
This thesis explores whether group-based music therapy using improvisation can strengthen cohesion in a Curricular Diversification class of teenagers and support positive change within the group and the wider school community. It reports a six-month, school-based program of 21 sessions with 14 students aged 16–17. A mixed-methods analysis tracked indicators such as participation, cooperation, group cohesion, and especially musical synchrony during improvisations. Over time, the group showed a progressive increase in musical synchrony alongside greater engagement, more cooperative work, and stronger cohesion; there were also indications of more positive attitudes toward the class and school, as well as improved motivation and academic participation. The experience suggests that improvisation-focused music therapy can offer resilient and constructive factors that enhance relationships, integration, and well-being among adolescents at risk of school failure, social exclusion, and/or maladaptive behaviors.
Denne speciales afhandling undersøger, om gruppebaseret musikterapi med improvisation kan styrke sammenhængskraften i en Curricular Diversification-klasse med teenagere og dermed støtte positive ændringer i gruppen og i skolens fællesskab. Studiet beskriver et skolebaseret forløb over seks måneder med 21 sessioner for 14 elever på 16–17 år. Der blev anvendt både kvantitative og kvalitative analyser, hvor indikatorer som deltagelse, samarbejde, gruppesammenhold og især musikalsk synkroni under improvisationer blev fulgt over tid. Forløbet viste en gradvis stigning i musikalsk synkroni samt større engagement, mere samarbejde og øget gruppesammenhæng; der blev også observeret tegn på mere positive holdninger til klassen og skolen samt forbedret motivation og faglig deltagelse. Erfaringen peger på, at improvisationsbaseret musikterapi kan tilbyde resiliente og konstruktive faktorer, der fremmer relationer, integration og trivsel hos unge i risiko for skolefiasko, social eksklusion og/eller uhensigtsmæssig adfærd.
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