Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito
FrancoAngeli Journals

Saggi e ricerche

V. 9 N. 2 (2024): Innovazione didattica universitaria per sviluppare processi di orientamento e transizione nel mondo del lavoro

Body Percussion: Active and inclusive teaching oriented to disciplinary knowledge and transversal skills

DOI
https://doi.org/10.3280/exioa2-2024oa19159
Inviata
14 gennaio 2025
Pubblicato
24-01-2025

Abstract

Body Percussion can be an innovative method to develop various motor and cognitive skills. Can promote inclusion in education without neglecting soft skills. This type of activity favours the inclusion of all, especially disabled pupils who, being able to work as au pairs, can feel part of a group by increasing their self-esteem, with positive effects on group dynamics.

Moreover, the point of view of neuroscience has further strengthened the integration of dualism mind-body according to the unifying perspective of corporeity; in this sense, some research evidence has in fact shown that you learn first and better through the body and movement, as well as through the experience and intentionality that guide the learning itself. The active teaching of Body Percussion is intertwined in a project that focuses on the whole person.

The present contribution aims to outline and validate a teaching like Body Percussion, a practical activity that has theoretical foundations in Embodied Cognition; this can be a creative and effective addition to education, contributing in different ways to the learning of students, which is no longer understood as the organization of organized and pre-existing data but is an active process of building knowledge that is realized both at the individual and intra-individual level.

Riferimenti bibliografici

  1. Anderson, M.L. (2003). Cognizione incarnata: una guida sul campo. Intelligenza artificiale, 149, 91-130.
  2. Archer, T. and Garcia, D. (2014). Physical Exercise Influences Academic Performance and Well-Being in Children and Adolescents. International Journal of School and Cognitive Psychology, 1, e102.
  3. Baranek, G.T., David F.J., Poe M.D., Stone W.L., & Watson L.R. (2006). Sensory Experiences Questionnaire: Discriminating Sensory Features in Young Children with Autism, Developmental Delays, and Typical Development. Journal of Child Psychology and Psychiatry. Jun, 47(6), 591-601. DOI: 10.1111/j.1469-7610.2005.01546.x.
  4. Barr-Anderson, D., Neumark‐Sztainer, D., Schmitz, K., Ward, D., Conway, T., Pratt, C., … & Pate, R. (2008). But I like pe. Research Quarterly for Exercise and Sport, 79(1), 18-27. DOI: 10.1080/02701367.2008.10599456.
  5. Barsalou, L.W. (2008). Grounded Cognition. Ann. Rev. Psycho., 59, 617-645.
  6. Bidzan-Bluma, I, Lipowska, M. (2018). Physical Activity and Cognitive Functioning of Children: A Systematic Review. Int J Environ Res Public Health, Apr 19, 15(4), 800. DOI: 10.3390/ijerph15040800.
  7. Bortolotti, E., Sorzio, P. (Curatori). (2014). Osservare per includere: Metodi di intervento nei contesti socioeducativi. Carocci.
  8. Bugos, J. A., Perlstein, W. M., McCrae, C. S., Brophy, T. S., & Bedenbaugh, P. H. (2007). Individualized piano instruction enhances executive functioning and working memory in older adults. Aging & Mental Health, 11(4), 464-471. DOI: 10.1080/13607860601086504.
  9. Carboni, M. (2013). Sulle “tracce” della corporeità nella pedagogia speciale, Italian Journal of Special Education for Inclusion, 1(1), 49-64.
  10. Carlomagno, N., Sibilio, M., Palumbo, C. (2014). Traiettorie non lineari della ricerca didattica: le potenzialità metaforiche ed inclusive delle corporeità didattiche. Italian Journal of Special Education for Inclusion, 11(1), 129-143.
  11. Carson, V., et al. (2015). Systematic review of sedentary behavior and health indicators in the early years (aged 0-4 years). Applied Physiology, Nutrition, and Metabolism, 40(8), 753-772.
  12. Caruana, F., Borghi, A. (2013). Embodied Cognition: una nuova psicologia. Giornale Italiano di Psicologia, 1, 23-48, DOI: 10.1421/73973.
  13. CAST (2011). Universal Design for Learning (UDL) Guidelines Version 2.0. Author, Wakefeild.
  14. Ceciliani, A. (2018). Didattica integrata quali-quantitativa, in educazione motoria-sportiva, e benessere in età evolutiva. Formazione & Insegnamento. Rivista internazionale di Scienze dell’educazione e della formazione, 16(1), 183-194.
  15. Ceciliani, A., & Tafuri, D. (2017). Embodied Cognition in Physical Activity and Sport Science. Embodied Cognition. Theories and Applications in Education Science. Nova Science Publisher.
  16. Comoglio, M. (2000). Educare insegnando. Apprendere ad applicare il cooperative learning. Roma: LAS.
  17. Condello, G., Mazzoli, E., Masci, I., Fano, A., Ben-Soussan, T., Marchetti, R., … & Pesce, C. (2021). Fostering holistic development with a designed multisport intervention in physical education: a class-randomized cross-over trial. International Journal of Environmental Research and Public Health, 18(18), 9871. DOI: 10.3390/ijerph18189871.
  18. Dalcroze, É.J., Di Segni-Jaffé, L. (2008). Il ritmo, la musica e l’educazione. EDT.
  19. D’Alonzo, L. (2018). Pedagogia speciale per l'inclusione. Brescia: Scholé-Editrice Morcelliana.
  20. Damasio, A. R. (1994), L’errore di Cartesio. Adelphi.
  21. Danzì, E. (2023). La Body Percussion, percorsi di apprendimento per il primo ciclo. Carrocci Editore.
  22. De Fano, A., Benzing, V., Condello, G., Ballester, R., Tocci, N., Marchetti, R., Schmidt, M. (2023). How divergent are children’s divergent movements? The role of cognition and expertise in a class-randomized cross-over trial. Psychology of Sport and Exercise, 65. DOI: 10.1016/j.psychsport.2022.102373.
  23. Dewey, J. (1968). Come pensiamo. La Nuova Italia.
  24. Downing, J.E. (2005). Teaching Communication Skills to Students with Severe Disabilities. Baltimora: Paul H. Brookes Publishing Co.
  25. Dwyer, T., Sallis, J. F., Blizzard, L., Lazarus, R., & Dean, K. (2001). Relation of academic performance to physical activity and fitness in children. Pediatric Exercise Science, 13(3), 225-237.
  26. Finn, S., & Fancourt, D. (2018). The biological impact of listening to music in clinical and nonclinical settings: A systematic review. Progress in Brain Research, 237, 173-200. DOI: 10.1016/bs.pbr.2018.03.002.
  27. Francesconi, D., & Tarozzi, M. Embodied Education (2012). A Convergence of Phenomenological Pedagogy and Embodiment. Studia Phaenomenologica, XII.
  28. Frauenfelder, E., Rivoltella, P.C., Rossi, P.G., Sibilio, M. (2013). Bio-education, simplexity, neuroscience and enactivism. A new paradigm?. Education Sciences & Society, 4(1), 11-25.
  29. Frauenfelder, E., Santoianni F., Striano, M. (2004). Introduzione alle scienze bioeducative. Roma-Bari: Laterza.
  30. Freitas L., Morin E. and Nicolescu B. (1994) Charter of transdisciplinarity. Adopted at the first World Congress of Trandisciplinarity. Convento di Arrábida, Portugal, 2-6 November 1994.
  31. Gallese,V. (2007). Dai neuroni specchio alla consonanza intenzionale. Meccanismi neurofisiologici dell’intersoggettività. Rivista di Psicoanalisi, LIII(1), 197-208.
  32. Gardner, H. (2012). The theory of multiple intelligences. Early Professional Development for Teachers, 133.
  33. Gay, G., Hembrooke, H. (2004). Activity-centered Design: An Ecological Approach to Designing Smart Tools and Usable Systems. MIT Press.
  34. Giannoli, F. (2018). La valutazione tra competenze trasversali e apprendimenti disciplinari-Prove autentiche per la valutazione di autentiche competenze. OPP Informazioni, 124, 41-48.
  35. Gibbons, S., Ebbeck, V., Gruno, J., & Battey, G. (2018). Impact of adventure-based approaches on the self-conceptions of middle school physical education students, Journal of Experiential Education, 41(2), 220-232. DOI: 10.1177/1053825918761996.
  36. Goleman, D. (2012). Emotional intelligence: Why it can matter more than IQ. Bantam.
  37. Gomez Paloma, F (2015). Cognizione corporea, competenze integrate e formazione dei docenti. I tre volti dell’Embodied Cognitive Science per una scuola inclusiva. Trento: Edizioni Centro Studi Erickson.
  38. Gomez Paloma, F. (2017). Embodied Cognition: Theories and Applications in Education Science. Nova Science Publishers, Incorporated.
  39. Hill, L. (2012). Body Percussion in the Classroom: A Beginner’s Guide. Scotts Valley (CA, USA): CreateSpace Independent Publishing Platform.
  40. Hillman, C.H., McDonald, K.M., Logan, N.E. (2020). A Review of the Effects of Physical Activity on Cognition and Brain Health across Children and Adolescence. Nestle Nutrition Institute workshop series, 95, 1-11.
  41. Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: The embodied mind and its challenge to western thought (Vol. 640). Basic books.
  42. Lange-Küttner, C., & Küttner, E. (2019). Rhythmic synchronization tapping to an audio-visual metronome in children with and without dyslexia: Effects on reading and spelling. Frontiers in Psychology, 10, 2295.
  43. Leite, T. P., & Furtado, O. L. (2014). Effects of a body percussion program on adolescents' kinesthetic memory. Perceptual and Motor Skills, 119(1), 207-224.
  44. Lesh, R., Doerr, H. (2003). Beyond Constructivism. London: LEA.
  45. Ludyga, S., Gerber, M., Brand, S., Möhring, W., & Pühse, U. (2022). Do different cognitive domains mediate the association between moderate-to-vigorous physical activity and adolescents’ off-task behaviour in the classroom?. British Journal of Educational Psychology, 92(1), 194-211. DOI: 10.1111/bjep.12445.
  46. Marzocca, F. (2014). Il nuovo approccio scientifico verso la transdisciplinarità. Edizioni Mithos.
  47. Mazzella, M., Ambretti, A. (2023). Educational action as the “agent of change” of people, methods and environment through play, Italian Journal of Health Education, Sports and Inclusive Didactics, 7(2s).
  48. Merleau-Ponty, M. (1945). Phénoménologie de la perception. Paris: Gallimard (trad. it., Fenomenologia della percezione. Milano: Il Saggiatore).
  49. Merleau-Ponty, M. (1964). The Primacy of Perception (La primauté de la perception). Northwestern University Press.
  50. Miendlarzewska, E. A. e Trost, W. J. (2014). How musical training affects cognitive development: rhythm, reward and other modulating variables. Frontiers in Neuroscience, 7 (January), 1-18.
  51. Michelon G. (2011). Body Percussion: a didactic proposal from the creative teaching of Murray Schafer. Conclusion Conclusion Work – Guarapuya: Degree in Art-Education. State University of Central-West – UNICENTRO.
  52. MIUR (2017). Linee guida per la certificazione delle competenze nel primo ciclo di istruzione.
  53. Montessori, M. (1962). L’Autoeducazione nelle scuole elementari. Milano: Garzanti.
  54. Morin E (1999). La testa ben fatta: riforma dell’insegnamento e riforma del pensiero. Cortina Raffaello Editore.
  55. Morin E. (2001). I sette saperi necessari all’educazione del futuro. Raffaello Cortina Editore.
  56. Nemčdek D. e Wittmannová J. (2021), Gender differences in attitudes of students attending non-inclusive school towards inclusive physical education. Acta Facultatis Educationis Physicae Universitatis Comenianae. 61(2), 120-134. DOI: 10.2478/afepuc-2021-001.
  57. Nelson, M. C., & Gordon-Larsen, P. (2006). Physical activity and sedentary behavior patterns are associated with selected adolescent health risk behaviors. Pediatrics, 117(4), 1281-1290.
  58. Nicolescu, B. (2002). Manifesto della transdisciplinarità, tradotto da K. Claire Voss, AlbanY: State University of New York Press, pp. 147-152.
  59. Paloma, F. G., Ascione, A., & Tafuri, D. (2016). Embodied Cognition: il ruolo del corpo nella didattica. Formazione & Insegnamento. Rivista internazionale di Scienze dell’educazione e della formazione, 14(1), 75-88.
  60. Palumbo, C. (2013). La Danza Educativa, dimensioni formative e prospettive educative. Anicia.
  61. Pastena, N., D’Anna, C. & Gomez Paloma, F. (2013). Autopoiesis and dance in the teaching-learning processes. Procedia – Social and Behavioral Science, 106, 538-542.
  62. Peralta, M., Henriques‐Neto, D., Gouveia, É., & Sardinha, L. (2020). Promoting health-related cardiorespiratory fitness in physical education: a systematic review. Plos One, 15(8), e0237019. DOI: 10.1371/journal.pone.0237019.
  63. Piazza, G. (1984). Orff-Schulwerk. Musica per Bambini. Esercitazioni pratiche. Edizioni Suvini Zerboni.
  64. Pike, M., & Standley, J. M. (2016). Perception of peer performance: an exploration of students’ expressive participation in body percussion ensembles. Music Education Research, 18(4), 413-429.
  65. Pintus, A., Bertolini, C., Scipione, L., Antonietti, M. (2021). Validity and reliability of the Italian version of the Teachers’ Sense of Efficacy Scale. International Journal of Educational Management, 35(6), 1166-1175.
  66. Rivoltella, P. C. (2013). L’agire didattico: manuale per l’insegnante. La Scuola.
  67. Roden, I. (2013). Body Percussion: Sounds and Rhythms. Scotts Valley (CA, USA): CreateSpace Independent Publishing Platform.
  68. Romero Naranjo, F. J., Andreu-Cabrera, E., & Arnau Mollá, A. (2023). Neuromotricity and body schema. Bases for the use of body percussion in the sciences of physical education and sport. Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 47, 615-627. DOI: 10.47197/retos.v47.95922.
  69. Shapiro, L. (2010). Embodied Cognition. Routledge.
  70. Shusterman, R. (2013). Body and the Arts: The Need for Somaesthetics. Diogenes, 59(1-2), 7-20. DOI: 10.1177/0392192112469159.
  71. Sibilio, M. (2002). Il laboratorio come percorso di ricerca: l’esperienza laboratoriale a carattere motorio nel curricolo formativo degli insegnanti della scuola primaria. Napoli: CUEN.
  72. Sibilio, M. (2007). Il laboratorio ludico-sportivo e motorio tra corpo, movimento, emozione e cognizione. Aracne.
  73. Sibilio, M. (2011). Ricercare corporeamente in ambito educativo. Pensa.
  74. Sibilio, M. (2017). Corpo e cognizione nella didattica. In P.G. Rossi, P.C. Rivoltella (Eds.). L’agire didattico. Manuale per l’insegnante (pp. 51-69). La Scuola.
  75. Sibilio M., Galdieri M. (2022). Il potenziale corporeo nell’azione didattica. In Educazione degli Adulti: politiche, percorsi, prospettive, Studi in onore di Paolo Federighi, pp. 191-201 Firenze University Press.
  76. Valenti, M., Canini, A. (2020). ADHD: Systematic review of the beneficial effects of motor activity. European Journal of Educational and Teaching, 18(3), 162-179.
  77. Wassenaar TM, Williamson W, Johansen-Berg H, Dawes H, Roberts N, Foster C, Sexton CE (2020). A critical evaluation of systematic reviews assessing the effect of chronic physical activity on academic achievement, cognition and the brain in children and adolescents: a systematic review. Int J Behav Nutr Phys Act., Jun 22, 17(1): 79. DOI: 10.1186/s12966-020-00959-y.
  78. Watzlawick, P. (1981). Die erfundene wirklichkeit. Munchen: Piper & Co. (trad. it., La realtà inventata. Contributi al costruttivismo. Feltrinelli).
  79. Wilson, M. (2002). Six views of Embodied Cognition. Psychonomic bulletin & review, 9(4), 625-636.
  80. Yue, S., Yishan, L., Songhan, L., Lele, F., Ge, L. (2019) Effetto prolungato della formazione musicale sul miglioramento della funzione esecutiva nei bambini in età prescolare. Frontiere in psicologia. DOI: 10.3389/fpsyg.2019.01910.
  81. /962/CE (2006). Raccomandazione del parlamento europeo e del consiglio del 18 dicembre 2006 relativa a competenze chiave per l’apprendimento permanente.

Metriche

Caricamento metriche ...