The body and sound as stimulators of interactive processes in young people with special educational needs

Introduction: Inserted in the development of a digital musical instrument, the Digital Sock, we present in this document the results obtained from the analysis of the psycho-pedagogical interactive cycle in which we investigate the instrument as a sound stimulation tool in interactive processes bet...

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Autores principales:	Slavisa Lamounier, Paulo Ferreira Lopes
Formato:	article
Lenguaje:	EN PT
Publicado:	Instituto Politécnico de Viseu 2019
Materias:	Special Educational Needs Sound-Motor Stimulus Body Sound Interactivity Digital Sock Special aspects of education LC8-6691 Public aspects of medicine RA1-1270
Acceso en línea:	https://doaj.org/article/a83c5ca276b148f7967fa6abad5bf8aa
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spelling	oai:doaj.org-article:a83c5ca276b148f7967fa6abad5bf8aa2021-12-02T15:56:24ZThe body and sound as stimulators of interactive processes in young people with special educational needs10.29352/mill0210.06.002520873-30151647-662Xhttps://doaj.org/article/a83c5ca276b148f7967fa6abad5bf8aa2019-09-01T00:00:00Zhttps://revistas.rcaap.pt/millenium/article/view/18241https://doaj.org/toc/0873-3015https://doaj.org/toc/1647-662X Introduction: Inserted in the development of a digital musical instrument, the Digital Sock, we present in this document the results obtained from the analysis of the psycho-pedagogical interactive cycle in which we investigate the instrument as a sound stimulation tool in interactive processes between body-instrument-environment. Objetives: Analysis of the psych pedagogical interaction cycle that investigates the relationship between body and sound, with the new instrument, the Digital Sock, as a stimulating device for communicational processes. Methods: The methodology used for this investigation was action research. In the first phase, we conducted a psychopedagogical intervention with young people in Special Education. In the second phase, we conducted a Case Study with a young man diagnosed with Autism Spectrum Disorder. For data collection we used audiovisual media and field diary, focused interview, participant observation and document analysis. For the interpretation of the data we performed the discourse analysis and the content analysis. The acting model used during the two phases of practical intervention prioritized the integration of music and body movement (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); the formation of the scenic gesture (Laban, 1978; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); ludic practice (Lapierre, 1982; Fonseca, 2001; Acouturier & Lapierre, 2004; Vieira, Batista & Lapierre, 2005); creative improvisation (Nordoff & Robins, 1959; Bruscia, 1999) and the belief that sound and music enable peer communication (Benenzon, 1981; Whipple, 2004). Results: The body-sound relationship as a means of expression has shown to be able to stimulate creative processes and the development of critical and reflexive thinking. All the activities developed during the meetings prioritized the body-sound relationship. The analysis of the narratives showed that the message propagated by the sock (the sonority) was understood as a reaction to the sound heard during the exercise (with individual encoding and decoding) and expressed through the eyes of the hands, facial expression and body balance - subtle movements, more visible than the broad movements. Conclusions: The interpretation of the data led us to conclude that Digital Sock, perceived as a psychopedagogical tool for sound and gestural stimulation, favours the development of scenic-musical narratives in young people with Special Educational Needs. Slavisa LamounierPaulo Ferreira LopesInstituto Politécnico de ViseuarticleSpecial Educational NeedsSound-Motor StimulusBody SoundInteractivityDigital SockSpecial aspects of educationLC8-6691Public aspects of medicineRA1-1270ENPTMillenium, Vol 2, Iss 10 (2019)
institution	DOAJ
collection	DOAJ
language	EN PT
topic	Special Educational Needs Sound-Motor Stimulus Body Sound Interactivity Digital Sock Special aspects of education LC8-6691 Public aspects of medicine RA1-1270
spellingShingle	Special Educational Needs Sound-Motor Stimulus Body Sound Interactivity Digital Sock Special aspects of education LC8-6691 Public aspects of medicine RA1-1270 Slavisa Lamounier Paulo Ferreira Lopes The body and sound as stimulators of interactive processes in young people with special educational needs
description	Introduction: Inserted in the development of a digital musical instrument, the Digital Sock, we present in this document the results obtained from the analysis of the psycho-pedagogical interactive cycle in which we investigate the instrument as a sound stimulation tool in interactive processes between body-instrument-environment. Objetives: Analysis of the psych pedagogical interaction cycle that investigates the relationship between body and sound, with the new instrument, the Digital Sock, as a stimulating device for communicational processes. Methods: The methodology used for this investigation was action research. In the first phase, we conducted a psychopedagogical intervention with young people in Special Education. In the second phase, we conducted a Case Study with a young man diagnosed with Autism Spectrum Disorder. For data collection we used audiovisual media and field diary, focused interview, participant observation and document analysis. For the interpretation of the data we performed the discourse analysis and the content analysis. The acting model used during the two phases of practical intervention prioritized the integration of music and body movement (Dalcroze, 1920; Pederiva, 2004; Santiago, 2008; Storolli, 2011); the formation of the scenic gesture (Laban, 1978; Katz, 2005; Miller, 2007; Greiner & Amorim, 2010; Miller, 2012; Amaral, 2015; Roquet, 2017); ludic practice (Lapierre, 1982; Fonseca, 2001; Acouturier & Lapierre, 2004; Vieira, Batista & Lapierre, 2005); creative improvisation (Nordoff & Robins, 1959; Bruscia, 1999) and the belief that sound and music enable peer communication (Benenzon, 1981; Whipple, 2004). Results: The body-sound relationship as a means of expression has shown to be able to stimulate creative processes and the development of critical and reflexive thinking. All the activities developed during the meetings prioritized the body-sound relationship. The analysis of the narratives showed that the message propagated by the sock (the sonority) was understood as a reaction to the sound heard during the exercise (with individual encoding and decoding) and expressed through the eyes of the hands, facial expression and body balance - subtle movements, more visible than the broad movements. Conclusions: The interpretation of the data led us to conclude that Digital Sock, perceived as a psychopedagogical tool for sound and gestural stimulation, favours the development of scenic-musical narratives in young people with Special Educational Needs.
format	article
author	Slavisa Lamounier Paulo Ferreira Lopes
author_facet	Slavisa Lamounier Paulo Ferreira Lopes
author_sort	Slavisa Lamounier
title	The body and sound as stimulators of interactive processes in young people with special educational needs
title_short	The body and sound as stimulators of interactive processes in young people with special educational needs
title_full	The body and sound as stimulators of interactive processes in young people with special educational needs
title_fullStr	The body and sound as stimulators of interactive processes in young people with special educational needs
title_full_unstemmed	The body and sound as stimulators of interactive processes in young people with special educational needs
title_sort	body and sound as stimulators of interactive processes in young people with special educational needs
publisher	Instituto Politécnico de Viseu
publishDate	2019
url	https://doaj.org/article/a83c5ca276b148f7967fa6abad5bf8aa
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The body and sound as stimulators of interactive processes in young people with special educational needs

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