Search

This article aims to set out the research protocol being used at IES Diego Tortosa, a secondary school in Cieza in the region of Murcia (Spain), in a project looking at attention and socioemotional factors. The project will be completed in early 2017. For this research project, a range of tests approved in Spain are being used. These include: self-concept tests (AF-5), social skills tests (EHS), psychometric testing (SOCIOMET), the STAI anxiety test, and the D2 test to assess sustained attention. The aim is to demonstrate the benefits of the BAPNE® Method as a teaching and therapeutic resource in the secondary classroom. Body percussion is an excellent resource for secondary education if the BAPNE® Method is used, because this method stimulates the different types of attention ( Sohlberg & Mateer, 1987 ,1989). The methodology used makes students work in groups in a cooperative manner, without hierarchies, which leads to an improvement in their behaviour and motivation. This form of working can also have positive effects on their achievement in other subjects, leading them to meet objectives and to achieve more. We aim to demonstrate a different form of education in which the student is the protagonist of their own development. BAPNE® helps to build a form of egalitarian education that improves the classroom atmosphere. We think a change in education is required in order to meet the needs of the young people of 21st century. As such, we will use the activities of the BAPNE® Method in the music classroom for specific reasons, sequencing them precisely.

The main objective of this research article is to propose a new model for educational mediation, based on the use of a fourth involved party (the whole group within a classroom) whom, with the use of Bapne methodology through music, rhythm and body percussion, becomes a necessary tool in conflict resolution. Our aim is to give new mediation-specific tools and strategies to university students of pre-school, primary and secondary education, in order for them to use them when they perform as teachers. We will look at and analyse why the principal studies and theorists on the topic, such as Sara Cobb, William Ury and Baruch and Folger propose 3 parties, exclusively, for conflict resolution: 2 confronted parties and a mediator. We will then justify our proposal for a fourth party: the group, the community. The strategy to be carried out is the reiterated practise of BAPNE activities within the classroom and with those parties in conflict in order to generate reengagement, satisfaction, empathy, inclusion work and coexistence with a double aim: to tackle existing conflicts and to prevent those that might arise in the future.

Western music education is principally developed around the study of solfege. Most of the approaches in this field of education are characterized by rationality and staticity. The aim of this article is to present an educational proposal for the study of solfege through body percussion and use measures and divisions according to the BAPNE method. Use of the body in its entirety can contribute to the definition of a new approach to solfege. Through psychomotor coordination and dissociation, use of laterality, of imagined, spoken, recited and singing voice, the executive function, attention, concentration and short and long term memory are stimulated and enhanced. Body solfege, intended as the practice of using body and movement in the comprehension and reading of basic rhythmic musical language, can be a valid instrument in integration of traditional solfege.

The strong link between phonological awareness and musical rhythm is widely explored in scientific literature. Interventions based on rhythm are proved to be fundamental for reading and writing skills in dyslexic students. Recent studies highlight the close relation between executive functions and learning circumstances within the school context. Learning is a high cognitive function and involves the socio-emotional processes, the motivational aspects related to reward, self-efficacy, self-esteem, empathy and also the acquisition of values. This study is focused on (1) phonological awareness and musical rhythm in developmental dyslexia; (2) current research on learning environment, executive functions and brain development during adolescence; (3) a practical proposal of inclusive education through body percussion activities – BAPNE Method for cognitive, socio-emotional and psychomotor stimulation within the context of the secondary school classes.

In treatment of dementia, further to the use of medicine, methodological approaches have shown positive results as to the improvement of the people's condition, by employing cognitive, relational, behavioral stimulation techniques, or intervention on the surroundings. The aim of this research file is to verify the efficacy of BAPNE method as a cognitive and relational stimulation tool, on elderly patients diagnosed with Alzheimer's disease or with other kind of mild to moderate dementia. Scientific research has already given evidence of positive results of the BAPNE method on people with mild impairment, in particular concerning the executive functions. In this experiment, a sample group of 40 elderly patients will undergo a cycle of 12 sessions; the estimation of the quantitative results will be determined by comparing the data of the experimental sample group (40 elderly patients), with those of the control group (20 elderly patients). The cognitive functions and the executive functions will be measured. Questionnaires and interviews will be used for the qualitative aspects. A decrease in the general cognitive deterioration, and an improvement in the attention capacity, in memory, and in executive functions, is expected after the treatment. Furthermore, a positive effect is foreseeable on the quality of caregivers, giving them the possibility to relate in a new way.

The main objective of this study is to know if social competence between equals can be improved in students in secondary school education through psychomotor stimulation with musical practice and body percussion according to the BAPNE method. In order to do this, we carried out a sociometric for twelve weeks in two secondary schools in the city of Alicante, Spain (IES Playa San Juan and IES Cabo de la Huerta). A quantitative method was used due to its credibility in studies of developmental and educational psychology. As an evaluation tool, we used a sociometric questionnaire of peer nominations produced by the Group GREI called SOCIOMET. The results show that, in most cases, the students in the treatment group improved their interaction, their behavior, the feeling of belonging to the group, as well as the network of friendly relations between them. This was reflected in the coefficient of rejection of each individual by the group. While in the control group the average number of negative nominations given in the test-questionnaire increased [(before M = 1.67) (after M = 1.80) a difference of + 0.13], in the experimental group the average number of negative nominations given by participants decreased [(M = 2.35 before) (after M = 2.00) a difference of - 0.35]. This research was supported by Playa San Juan Secondary School and Cabo de la Huerta Secondary School of the city of Alicante.

This study will aim to establish interest in socio-emotional aspects affecting adolescent students in secondary education, and increase our knowledge of whether social competence in students of 2nd year of secondary can be improved through rhythm and body percussion with the BAPNE method. In order to do this we will carry out a 12-week study, using quantitative methodology of a basic quasi-experimental design with a control group and an experimental group. Measurements will be done before (pre-test) and after (post-test) the treatment, in two groups of second year students of secondary education, aged between 13 and 15, from schools in the city of Alicante, Spain (San Juan Playa Secondary School and Cabo de la Huerta Secondary School). The evaluation tool will be a sociometric questionnaire of peer nominations elaborated by Group GREI and called SOCIOMET. We hope to achieve results which will allow us to demonstrate that, after body percussion activities through BAPNE method, many students in the experimental group strengthen and improve the network of friendly relations between them.

The use of the voice and singing in the field of body percussion is one of the less studied aspects from a pedagogical point of view. This publication structures the pedagogical foundation of how to use the voice with the body percussion, according to an ethnomusicological base, in order to lay the foundation at an educational level. Through the Bapne Method we encourage the development of multiple intelligences with a precise foundation that leads to cognitive, social-emotional and psychomotor stimulation. As a result, “Singing Bapne” was born as a specific form of vocal and kinesthetic learning, structured into four levels of difficulty based on various rhythmical and melodical voices. This way of working comes from the body movement to which we add melodic parts, rich in onomatopoeic elements and scats.

The reported success in the implementation of sustainable transportation systems has generated great expectations at international level on the subject of urban planning. Particularly, Bike Sharing Systems (BSS) have been adapted successfully in places where it has identified a large proportion of short trips and characteristic geospatial conditions. This work is part of a project in Nezahualcoyotl in Mexico, where socioeconomic conditions in the area, the adherence of its society to this transportation mode as well as the urban trace and physical conditions favor the adoption of a BSS. This paper presents the methodology used to carry out the design and dimensioning of such system. The process involves: an optimal stations location modeling and a discrete simulation process for determining the ideal number of bicycles and the number of parking lots per station. This work focuses on the knowledge of the potential user preferences regarding their travel patterns and the computation of its utilization probability either replacing a motorized mode trip or as a link in a journey that involves transfers with more transportation modes.

Cognitive impairment amongst drug addicts is often seen during their rehabilitation process, leading to significant changes to aspects of their relational, personal, social and collective identity. In this study, we analyse the influence of the BAPNE method as a means to improve stress, identity, self-esteem and flow level during activities carried out with subjects with substance addiction going through the withdrawal process when confined for three months. The groups have been studied separately; during the confinement progress, patients are separated by gender. The programme was carried out with 28 males and 27 females aged between 16 and 20 years. Using an adapted version of the “Aspects of Identity Questionnaire (AIQ-IV)”, the four dimensions of identity were evaluated (personal, relational, social and collective). In order to evaluate self-esteem, the Rosenberg scale was used. To measure stress, three saliva samples were taken to measure cortisol. The results show an improvement in levels of identity after the workshop, both globally and in each one of the four dimensions. Levels of cortisol dropped substantially and increases in self-esteem were also notable, with a marked change from the start to the end of the programme. This aspect is linked to the level of flow during the activities due to the cognitive stimulation they underwent through the BAPNE method.

Cognitive decline produced by the passage of time is an aspect that the most part of society has resigned to happen, and many times we have not taken care of needs that this group could demand. Hence, through this research we propose an alternative based on life-long education for the improvement of life quality and wellness of this part of society, which is increasing due to population ageing that is currently taking place in Spain. The purpose of the research is to obtain the motor, state of mind, physical state and social state perceptions of the participants in program based on cognitive stimulation through music, body movement and teaching of body percussion – BAPNE Method which took place during the academic year 2013-2014 at the University of Alicante. The activities combine rhythm, melody, language and body movement to have a complete stimulation of all brain lobes, based on Howard Gardner's Theory of Multiple Intelligences, and the work of the different biomechanical planes (sagittal, frontal and horizontal). The methodology's working procedure allows a spacial layout of participants where teamwork is encouraged. This is carried out thanks to the group's distribution in pairs or concentric circles. The method for the analysed data processing within the qualitative paradigm has been accomplished through semi-structured interviews to the program's participants, and questions have been validated by experts.

Since the 20th century the body and the movement are at the center of music education thanks to the studies of pedagogists such as Dalcroze, Orff and to the philosopher Merleau-Ponty's study about perception, where music is no longer seen as a purely intellectual phenomenon, but a bodily experience. We see a growing interest in the body in composition as well: due to the timbre exploration that body percussion offers (as in VinkoGlobokar), and to a new ethnographic interest (as in Steve Reich). Aim of this research is to analyze the use of body percussion in contemporary classical choral music, and then to examine every composition in detail. The research compares different composers (TadejaVulc, Eric Whitacre, Ko Matsushita, LozjeLebic) relating to their place of birth, to the type of body percussion chosen, to the different expressive aim; considering the spreading interest in the moving body in choral live performances’ dramatization, the research shows the importance of body percussion in choral education, as well as in timbre exploration looking for more traditional sounds. The purpose of this study is also to give a foundation for future researches since this ground seems to be unexplored and in great development.

In this investigation, we present a study carried out on 38 elderly subjects aged 65 with the first signs of senile dementia, to whom the BAPNE method was applied in order to observe their cognitive stimulation. The study was focussed on activities carried out to stimulate executive functions and attention. The pre- and post-tests (eNB and Neglect) have shown evidence of a noticeable improvement in executive functions and changes due to decreased levels of the hormone cortisol. The state of flow of the participants was positive: the DFS-2 and FSS-2 tests carried out confirm a flow of activity with a clear sense of time being lost during the performing of the proposed exercises. © 2014 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Encarnacion Soriano, Christine Sleeter and Maria Antonia Casanova.

This research contains the motor aspects linked to dyslexia that may be helpful to patients with this disease. After clarifying the issues and causes of the dyslexia, different movement patterns are studied using the BAPNE method that reinforce the laterality on a unified way of the different phonological problems.

The importance of the music and movement in the music learning is vital in the formation and development of people. The BAPNE method enables the development of each of the multiple intelligences, founded by Howard Gardner, through the teaching of body percussion, relying on five disciplines such as Biomechanics, Anatomy, Psychology, Neuroscience, and Ethnomusicology. This article arises from the need for empirical data evidence that this methodology has great benefits in primary education. Focusing on the visuospatial intelligence, and body and kinetic intelligence this research establishes that the objective is to demonstrate that students who use this methodology will better achieve their cognitive, visuospatial, and psychomotor development. So we have developed a study of 60 subjects in the 2nd year of primary education, between 7 and 8 years of age. The sample is divided into control group (N=30), which does not carry out the teaching of body percussion - Method BAPNE, and the experimental group (N=30), wherein the method is employed. The design is used quasi-experimental study with measures before and after the treatment, being used the Movement Assessment Battery for Children ABC (MABC-2) as pre-test and post-test. After carrying out ANOVA statistical analysis of repeated measures, in which we contrast the results of the pre-test to post-test results in both groups, we have found that the experimental group presented a significant improvement in overall post-test scores.

One of the principal problems in the topical educational activity is related to the student's ability of keep the focus on what they’re training on maintaining high levels of attention during the work; in relation to this the research project reported here is incident to music education. This study aims to expose here the results of an analyse is conducted on attention levels in a particular choral activity called “circle singing”; from this analyse is highlighted a number of factors that support the thesis that the circles ingoing activity can produce a significant increase of the rapidity in learning and an extension of musical, vocal and choral singing skills, there's also an increase of the ability to work together; this results were observed in subjects with different backgrounds and entirely different interests so this kind of practice is intended for various fields, not just for music education. Furthermore the contribution of ethno musicological research is constitutive in the process of individuation of many correspondences between some musical-dancing practices of North Africa and Central America groups and numerous exercises developed by Voice BAPNE® method.