Teaching emotions and music: a proposal for children
MetadataShow full item record
This proposal to taken from an international PhD investigation, carried out over the course of three years (2015-2018), in Spanish and Italian kindergartens. It is based on a comparative case study and uses the Grounded Theory Method to collect and analyze data. There are 23 people involved, 6 of whom participate in depth. The tools used are direct observation in the field, semi-structured interview and memo writing. The main objective is to understand how emotional skills are built and how they manifest themselves in the second cycle of kindergarten. This article highlights and expands part of the existing research, considering the role that music plays in this development process. In particular, it considers the use of the Emoticantos program, created by César Garcia Rincón de Castro, used widely in Spanish schools. The conclusions relative to the relationship between teaching emotions and music reveal the different communication channels that the latter offers (kinesthetic, verbal, visual, rhythmic etc.) to suggest "bridge" strategies. They are important to move from a state of anger to a state of calm (Despacio me tranquilizo) or to care for people who live in the environment around us in an empathetic way that benefits society (Pompas de Emoción).