MISC-MUSIC: a music program to enhance cognitive processing among children with learning difficulties
MISC-MUSIC: a music program to enhance cognitive processing among children with learning difficulties
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DOI：
10.1177/0255761407087263
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发表时间：
2007-12-01
影响因子：
1.8
通讯作者：
Klein, Pnina S.
中科院分区：
文献类型：
--
作者：
Portowitz, Adena;Klein, Pnina S.
研究结果证实了音乐教育，学业成绩和社会适应能力之间的积极联系，特别是在风险和特殊需要的儿童中。然而，很少有研究解释这个过程是如何发生的。本文提出了一种教学方法，提出了在音乐教学中提高一般学习技能的实用方法。针对4-10岁有严重学习困难的幼儿，（更聪明和敏感，或社会顺从的儿童）计划（Klein，1996）将以下三个组成部分相互联系：（1）音乐课的内容;（2）建立教育框架，培养优质、积极的师生互动（中介学习环境），（3）选择相关的，一般的学习技能（认知功能）在音乐课上培养。本文解释了MISC-MUSIC的理论前提，引用了如何实施这种方法的例子，并反映了该计划的有效性。
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.