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Inclusion of a music learner with ASD through play-full intersubjectivity
Research Studies in Music Education Pub Date : 2020-12-06 , DOI: 10.1177/1321103x20935208
Lauri A Hogle 1
Affiliation  

Through a case study of Jad (pseudonym), a music learner with autism spectrum disorder (ASD), I sought to understand his experiences as he engaged in peer scaffolding activities of a choral ensemble. The study illuminated the role of intersubjectivity (or shared understanding) in socially mediated music learning within an environment of inclusion. Through inclusive, play-full, intersubjective attunement of younger children to Jad, he increasingly took on a role as an empathetic teacher-helper, initially with his younger sister, then with other young children, then with the entire ensemble. Jad also increasingly displayed musical agency through physical movement during music-making, contributing to others’ understanding and musical agency. The findings describe intersections of play with intersubjectivity, focusing on learner attunement to affect and emotion in fostering an inclusive music education experience. Making space for peer scaffolding and playfulness within this music learning environment fostered shared understanding and empathy among all learners, including one with ASD.



中文翻译:

通过完整的主体间性将音乐学习者纳入ASD

通过对自闭症谱系障碍(ASD)音乐学习者Jad(化名)的案例研究,我试图了解他在从事合唱合奏的同伴脚手架活动中的经历。这项研究阐明了主体间性(或共享理解)在包容环境下在社会媒介音乐学习中的作用。通过让年幼的孩子与Jad进行包容,充满乐趣的,主体间的调和,他逐渐扮演了一个善解人意的老师的角色,最初是与他的妹妹,然后是其他幼儿,然后是整个合奏团。贾德(Jad)还在音乐创作过程中通过身体运动来越来越多地表现出音乐才能,从而有助于他人的理解和音乐才能。研究结果描述了博弈与主体间性的交集,在培养包容性音乐教育体验的过程中,侧重于学习者在情感和情感上的协调。在这种音乐学习环境中为同伴的脚手架和娱乐性腾出空间,可以促进所有学习者(包括ASD学习者)的共同理解和同理心。

更新日期:2020-12-06
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