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Abstract

The present study addresses a thirty years old project in music and drama education in primary schools, in the Autonomous Region of Madeira, Portugal. which involves all children within the regular curriculum, but also in extra-curriculum activities. The study used mainly qualitative methodologies for the case study approach, and statistical analysis concerning the questionnaires that were sent out to classroom teachers, music and drama specialists, and parents. Findings were analysed taking into account the contributions of Activity theory, and the production of narratives as elements for producing significant knowledge.

Findings

Findings indicate the magnitude of the project, its educational relevance, and a strong sense of ownership and leadership as revealed both by results from the questionnaires, and emerging themes in the interviews. The analysis of the narratives enabled the understanding and interpretation of the discourses produced by the main actors in the project in what concerns the concepts of ownership and leadership. Taking into account the contributions of Activity theory, critical points were identified as potential internal threats to overcome, as pointed out in the final report, in order to promote a qualitative transformation capable of fostering good practices in music and drama education in primary schools in Madeira.

Research Team

Graça Mota (coordenation), Rui Bessa, Rui Ferreira, Jorge Alexandre Costa, Filipa Seabra, Natércia Pacheco, Maria José Araújo, Sara Canelhas, Rafael Tormenta, Nuna Tormenta, Liliana Abreu, Sónia Barbosa

Funding

Projeto financiado pela FCT - PTDC/CED/72112/2006 em colaboração com o CIIE, Centro de Investigação e Intervenção Educativas da FPCE-UP

Participating institution

Faculdade de Psicologia e Ciências da Educação da Universidade do Porto

Period

19 November 2007 until 30 November 2010

Keywords

Artistic education; teachers training; school sucess; creativity