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Educational action plan on knowledge and awareness of voice in the contextof basic vocal education for primary students of the Tecnos school.Esther Manzaneda Martinez4th. Primary Education Group 9Tutor: Cristina Corcoll LópezMay 2020
OUTLINE IntroductionTheoretical Framework AimsMethod & Design Results & DiscussionConclusions References
INTRODUCTIONDo we really know our voice? Do we usually give importance to its state? Do we know how it isproduced or how to take care of it?Common general ignoranceabout its emission and function(Bustos, 2000)Lots of people (among them manychildren) suffer from some kind ofvoice alteration.Educational action plan to respond to the lack of voice knowledge and promote awareness of its importanceConsidering that the SOONER voice knowledge and awareness isPROMOTED, the sooner the bad vocal habits will be corrected andthus the future vocal pathologies will be PREVENTED.
THEORETICAL FRAMEWORKThe voice is one of the most necessary instruments in our daily life and must be taken care of(Gasull, Godall and Martorell, 2016).VOCAL EDUCATION(Elgström, 2009)Including the functioning of the phonatory system and the body ingeneral, since a large part of it is involved in the act of phonation.
THEORETICAL FRAMEWORKerevwoHVoice is an essentialinstrument ofcommunication andexpressionThe Catalan government does not consider thevoice and its functioning as a mandatory objectof study during Primary Education.Official vocal reeducation speech therapists.The project will leave aside medical solutions to focus on providingstrategies to solve the lack of general knowledge of the phonatorysystem and also raise awareness among students
AIMSHow can knowledge and awareness of the voice and its influence in life be promoted amongPrimary students through vocal education?1. To detect the needs and awareness of2. To design, share and assess an action planteachers and students in Escola Tecnosthat can promote knowledge and awarenessconcerning the voice and its education.of the voice and its influence in EscolaTecnos through basic vocal education.Selection of a concretescholar context to make theproject more reliable with realdata
METHOD & DESIGNIt has been followed an interpretative paradigm with qualitative dataPersonal interview with the Primary CoordinatorFocus group with 4 teachers (Middle Cycle)Questionnaire to 4th-grade students
RESULTS & DISCUSSIONAIM 1 To detect the needs and awareness of teachers and students in Escola Tecnosconcerning the voice and its education.In general, low level ofknowledge regardingvoice and phonatorysystemAll teachers consider reallyBecause theyrecognize therelevance of the topicnecessary a vocal training forfuture teachers and also presentExcept for those whohave suffered from avocal disorderteachers of the schoolThe school is not actuallypromoting voice awareness,but they would include it as amandatory content if they hadmore time and resources
RESULTS & DISCUSSIONAIM 1 To detect the needs and awareness of teachers and students in Escola Tecnosconcerning the voice and its education.Do you tend to stay hoarse?They know some vocalYes, very oftenhygiene guidelines, such as:Yes, but not usuallyNoTo drink water very oftenStudent’s experiences arevery diverseTo not shoutTo not drink cold drinks
RESULTS & DISCUSSIONAIM 2 To design, share and assess an action plan that can promote knowledge and awareness of thevoice and its influence in Escola Tecnos through basic vocal education.DIDACTIC PROPOSALStructure5 activitiesdistributed into5 crucial blocks:1.Body self-knowledge2.Vocal self-knowledge3.Anatomic knowledge of thephonatory system4.5.Vocal hygiene guidelinesBasic vocal techniquesStructureLike a workshop distributed in a monthWithout evaluation, since theperformance of the students in eachsession is not as important as theacquisition of habits over timeOne session per weekGuided by the tutor
RESULTS & DISCUSSIONAIM 2 To design, share and assess an action plan that can promote knowledge and awareness of the voice and its influencein Escola Tecnos through basic vocal education.ActivitiesAims1. El viatge.Become aware of all parts of the body through listening to the body itself.2. La meva veu!Know and be aware of the voice from its qualities and characteristics.3. Coneixem la veumés a fons!Understand and learn basic knowledge of the phonatory system.4. Cuidem la veu!Know and assimilate guidelines for vocal hygiene as habits through a work ofawareness of the use of the voice and its importance.5. Entrenem la nostra Learn basic vocal exercises and techniques through active practice.veu!
RESULTS & DISCUSSIONAIM 2 To design, share and assess an action plan that can promote knowledge and awareness of the voice and itsinfluence in Escola Tecnos through basic vocal education.The proposal was not implementedDue to a lack of teachers’ time to give all the contentsVery positive reactionFor this reason, it was added asection called “Feedback of theproposal” to include the opinionand valuation of the tutorwritten personal conversationThe suggestion of someimprovements, such as reducing theduration of some exercisesShe considers itself able to carryout the activities autonomously
CONCLUSIONS Body and vocal self-knowledge are necessary to take care of the voice. Low level of knowledge and awareness school is not giving so much importance to this problem. Nowadays not a mandatory content need of introducing training that responds to this void. Necessity of a proposal implemented by primary teachers without studies of speech therapy. Activities’ preparation need for a well-structured and well-descriptive proposal with a lot of details. Results generalizable or applicable to other schools or contexts.
FURTHER RESEARCH.To encourage the creation of a compulsory subject thatprovides quality vocal training for future teachersDesign of a university subject guidedby vocal therapists and primaryteachers together
REFERENCES Bustos, I. (2000). Trastornos de la voz en edad escolar. Málaga: Ediciones Aljibe. Elgström, E. (2009). L'educació vocal en la formació inicial dels docents a l'Estat espanyol:descripció de la situació i propostes de canvi. Barcelona: Universitat de Barcelona. Gasull, C.; Godall, P.; Martorell, M. (2016). La veu. Orientacions pràctiques. Barcelona:Publicacions de l’Abadia de Montserrat. Servei d'Ordenació Curricular d'Educació Infantil i Primària. (2017). Currículum educacióprimària. Barcelona: Generalitat de Catalunya, Departament d'Educació. Retrieved curriculum-educacio-primaria.pdf
Educational action plan on knowledge and awareness of voice in the contextof basic vocal education for primary students of the Tecnos school.Esther Manzaneda Martinez4th. Primary Education Group 9Tutor: Cristina Corcoll López28th May 2020
voice alteration. Educational action plan to respond to the lack of voice knowledge and promote awareness of its importance Considering that the SOONER voice knowledge and awareness is PROMOTED, the sooner the bad vocal habits will be corrected
