Page 17 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Mostovi med formalnim in neformalnim glasbenim izobraževanjem, leto 15, zvezek 31 / Year 15, Issue 31, 2019
P. 17
Katarina Habe, ŠTUDENTSKI INOVATIVNI PROJEKTI (ŠIPK)...
Summary
The aim of our research study was to explore gained knowledge and skills of students of
different fields of study as a result of joining two student innovative projects. We wanted
to present main outcomes of a project IGDP – Inovative music-didactical approaches with
elements of music therapy for working with children with emotional and behavioural
difficulties, which was conducted in collaboration with Institute Knoll for music therapy
and supervision and a project GIMAS – Music education of children with autistic
spectrum disorders, which was executed with Music center DO RE MI, the only inclusive
music school in Slovenia.
The main goal was to shed light on two examples of good practice when using music
(active music involvement) as a means of holistic development of child’s personality.
Both projects were interdisciplinary and practically oriented and in both projects, children
with special needs were included. Students innovative projects (ŠIPK) represent a way of
non-formal education at university level. In our research we focus on competences of
students, gained during both projects when working with children with special needs. All
together, 19 students filled in a questionnaire about competences with open-ended
questions at the end of both projects. The IGDP project was performed from June until
September 2018 and the second project from February until June 2019. Two students were
participating in both project, psychology student and student of social pedagogy. In IGDP
also 3 students of music art, 2 students of music education, one student of social work and
two students of preschool education participated in the project and in GIMAS also 2
students of music education, 2 students of special rehabilitation and two students of
preschool education took part. The results show that core competences that were
recognized by students as an outcome of participating in the projects were competences
for teamwork, interdisciplinary collaboration, flexible use of theoretical knowledge in
concrete situations, gaining autonomy and sensibility for working with different groups of
people and dealing with diverse social situations.
15
Summary
The aim of our research study was to explore gained knowledge and skills of students of
different fields of study as a result of joining two student innovative projects. We wanted
to present main outcomes of a project IGDP – Inovative music-didactical approaches with
elements of music therapy for working with children with emotional and behavioural
difficulties, which was conducted in collaboration with Institute Knoll for music therapy
and supervision and a project GIMAS – Music education of children with autistic
spectrum disorders, which was executed with Music center DO RE MI, the only inclusive
music school in Slovenia.
The main goal was to shed light on two examples of good practice when using music
(active music involvement) as a means of holistic development of child’s personality.
Both projects were interdisciplinary and practically oriented and in both projects, children
with special needs were included. Students innovative projects (ŠIPK) represent a way of
non-formal education at university level. In our research we focus on competences of
students, gained during both projects when working with children with special needs. All
together, 19 students filled in a questionnaire about competences with open-ended
questions at the end of both projects. The IGDP project was performed from June until
September 2018 and the second project from February until June 2019. Two students were
participating in both project, psychology student and student of social pedagogy. In IGDP
also 3 students of music art, 2 students of music education, one student of social work and
two students of preschool education participated in the project and in GIMAS also 2
students of music education, 2 students of special rehabilitation and two students of
preschool education took part. The results show that core competences that were
recognized by students as an outcome of participating in the projects were competences
for teamwork, interdisciplinary collaboration, flexible use of theoretical knowledge in
concrete situations, gaining autonomy and sensibility for working with different groups of
people and dealing with diverse social situations.
15
