Abstract:

How do new ideas, practices gain a foothold in educational practice? Our present research examines ways to introduce the use of Musical Mirrors, an approach to listening developed by Cohen (1997), as part of the ongoing practice of music teachers in Poland. What are Musical Mirrors? Cohen’s research into the source of musical thinking feeling led to the insight that the kinesthetic gesture is the root, or source, of musical gestures (Cohen 1980). By projecting outwards these kinesthetic roots of the musical gestures one can make visible the abstract process of musical listening. Musical Mirrors, embodied cognition, serve as a bridge between the musical work and less experienced listeners in order to make emotionally rewarding listening to complex music a reachable goal. Emotionality is an important factor in preventing school stress among students (Kalarus 2018).

The current study examined the feasibility of “exporting” the teaching method of Musical Mirrors, and their graphic counterparts, Musical Graphs (a method widely used in schools in Israel) to elementary schools in Poland, by engaging experienced as well as recently graduated music teachers and student teachers with the theory and practice of Musical Mirrors.

Pilots research conducted in Gdansk and in Krakow with 12 teachers working with total of 251 pupils age 8-11 has yielded very positive response to this mostly non-verbal teaching tool, both from the teachers and the children. Method of the natural pedagogical experiment and the diagnostic survey was implemented. The experimental factor of the research was an innovative presentation of the selected pieces of music from different epochs during music classes in school. The implemented technique was a one-group method, with the final studies. The applied techniques were as follows: participant observation, interview with teachers and a survey carried out among students. In order to investigate the effectiveness of the experimental factor the following tools were created: teacher observation sheet, teacher interview questionnaire and the survey for students.

In our pilot study music teachers and student teachers volunteered to take part in the study after an initial workshop that involved: presentation of underlying principles, examples of Musical Mirrors and demonstration of techniques with a class of children. In the course of an academic year teachers attended workshops where they learned new mirrors, analyzed mirrors, created their own mirrors, and shared examples of work with their pupils. Teachers were asked to keep a diary in which they reflected on how their inclusion of Musical Mirrors impacted on their teaching, motivation in preparing and teaching lessons, and general professional satisfaction. Teachers and their pupils filled out questionnaires which helped the researchers gain further insights into the effectiveness of the approach.

Results of the pilot were very encouraging and will guide the next stage of the study with a larger cohort of participants. In light of the current challenges facing the world, this non-verbal method of teaching may be an important tool in reaching children struggling with adopting to new surroundings, learning in an unfamiliar language. The pilot study focused on the emotional impact of the method. The results of the pilot studies have confirmed the applicability of the method Musical Mirrors and will be the basis for designing the continuation of the research.

Keywords:

Music education, emotions, Musical Mirrors, non-verbal teaching.