The BAPNE Method as a School Intervention and Support Strategy to Improve the School Environment and Contribute to Socioemotional Learning (SEL)

This investigation studies the capacity of the BAPNE (Biomechanics, Anthropology, Psychology, Neurology and Ethnomusicology.) method to develop socioemotional learning (SEL) in terms of all its socioemotional and cognitive aspects, as well as its influence on a positive school environment for all-round and academic development. We first look over the need for the implementation of SEL programmes, proving how socioemotional processes can have a profound effect on one’s ability to learn, at both an academic and personal/social level. We go on to look at the lack of SEL programmes that use music in their work, and concretely body percussion. We review all the components needed in a well-designed SEL programme and link these components to those of the BAPNE Method so as to show how activities based on the BAPNE Method can lead to development of SEL abilities and a positive school environment. Lastly, we look back over results, set out some essential factors for its correct implementation and we propose research aims to evaluate the results of interventions

Music and movement: A comparative study between the BAPNE and Suzuki Methods

The aim of this article is to compare the Suzuki and BAPNE methods based on bibliography published for both approaches. In the field of musical and instrumental education and especially for the childhood stage, the correct use of the body and voice are of fundamental importance. These two methods differ from one another; one principally musical and instrumental, which is the Suzuki method, and one non-musical, the BAPNE method, which aims at stimulating attention, concentration, memory and the executing function of the pupil through music and body percussion. Comparing different approaches may provide teachers with a useful insight for facing different issues related to their discipline

BAPNE method and Neurorehabilitation in patients with severe acquired brain injury

The use of body percussion through BAPNE method in neurorehabilitation offers the possibility of studying the development of motor skills, attention, coordination, memory and social interaction of patients with neurological diseases. The experimental protocol was carried out on 52 patients with severe acquired brain injury. Patients were selected for the cut-off scores in the standard neuropsychological tests of sustained attention, divided and alert ; at least one emisoma intact, cut-off scores in the standard for procedural and semantic memory ; eyesight, hearing and speech intact. The first group of patients has supported the protocol BAPNE thogher with the traditional rehabilitation activities. The control group continued to perform exclusively the cognitive and neuromotor rehabilitation according to traditional protocols. At 6 months after administration of the protocol is expected to re-test to assess if present, the maintenance of the effects of rehabilitation obtained. Experimentation is carried out for 10 weeks following the protocol of BAPNE method in the Roboris Foundation of Rome: The research is led by three neurologists from the center of neurorehabilitation

La música africana com a recurs a l’aula de primària (Mètode BAPNE)

Treball Final de Grau en Mestre o Mestra d'Educació Primària. Codi: MP1040. Curs acadèmic: 2018/2019Aquest, es tracta d’un Treball de Fi de Grau, concretament, del Grau de Mestre/a d’Educació Primària en la Universitat Jaume I de Castelló. I a més, forma part de l’especialitat menció de música. L’educació ha hagut de transformar-se per a adaptar-se als canvis de la societat. La diversitat cultural és part del nostre dia a dia i per això, s’ha inclòs a l’educació molts valors com el respecte a altres cultures, tolerància, pau,...En aquest cas, l’interès s’ha enfocat en treballar l’Educació Intercultural des de l’àrea de música, amb el ritme, el joc i la percussió corporal com a recursos didàctics en l’etapa de l’Educació Primària. La importància que té la música en l’alumnat, en quant al seu desenvolupament global com a persona, la millora del rendiment escolar o en el seu desenvolupament emocional, està demostrada per molts estudis, investigacions i teories de diferents camps. A més, l’exploració corporal i musical suposa un tema d’estudi ampli i necessari per a desenvolupar competències com són la percepció, interpretació, creació e improvisació. De fet, aquest treball compta amb una temàtica general, la música africana, una proposta educativa per a l’Educació Musical per a facilitar la integració de continguts interculturals de manera continua dins de l’aula. Per a introduir aquesta música, s’ha utilitzat la metodologia BAPNE. En aquest cas, s’ha analitzat quines eren les sensacions que transmetia aquest mètode a l’alumnat de 5é d’Educació Primària del col·legi Àgora Lledó de CastellóCom a conclusió, aquest treball pretén crear un alumnat que senta, que expresse i interaccione. Un alumnat que busque i desenvolupe el seu costat més curiós i descobrisca un nou món a través del coneixement d’una manera amena i divertida.This is a Final Year Project, specifically, it is about Primary Teacher degree at the Jaume I University in Castelló. And it is also part of the music mention speciality. Education has had to be transformed to adapt to society changes. Cultural diversity takes part of our daily lives and for that reason, many values like respect for other cultures, tolerance, peace, etc. have been included in education. In this case, the interest has been focused on working Intercultural Education from the area of music, with rhythm, dance and musical play as didactic resources in Primary Education. The importance of music in students, in terms of their global development as a person, the improvement of school performance or their emotional development, is demonstrated by many studies, research and theories from different fields. In addition, body and musical exploration is a topic of study that is broad and necessary to develop competences like perception, interpretation, creation and improvisation. In fact, this project has a specific subject, African music, an educational proposal for Musical Education to facilitate the integration of intercultural contents continuously in the classroom. The BAPNE methodology has been used to introduce this music. In this case, it analysed what were the sensations that this method transmitted to the 5 Primary Education students of the Àgora Lledó International School. In conclusion, this project aims to create a student who feels expresses and interacts Students who seek and develop their curious side and discover a new world through knowledge in a fun and entertaining way

Compartir la investigación docente: el resultado de una experiencia multidisciplinar

Las XII Jornadas de Redes de Investigación en Docencia Universitaria, celebradas los días 3 y 4 de julio de 2014 en la Universidad de Alicante, propusieron como tema central de debate: “El reconocimiento docente: innovar e investigar con criterios de calidad”. Con este propósito, se presentaron a las Jornadas más de doscientas comunicaciones, de la cuales ocho se expusieron y discutieron en la mesa de ponencias número tres. El objeto de esta memoria es transmitir las principales ideas que se presentaron en esta mesa y las cuestiones que, con mayor interés, enriquecieron el debate

Voice and movement in circle with body percussion. Facilitation in learning observed in voice BAPNE® method and in circlesongs teaching

The proposal of this study reported here by Elisa Pezzuto, currently post graduate student in ethnomusicology, and by Alberto Quarello, teacher and manager of the vocal department of the voice BAPNE® method inside of BAPNE® method, is about music education; this study highlights how the use of a choral activity called circlesinging can help giving, in a really short time, the comprehension of many technical factors both in vocal and musical field increasing at the same time the rapidity in learning and enhancing the attention level using specific exercises to stimulate the development of multiple intelligence on the basis of Howard Gardner theory. The scientific basis in wich this argument has been observed is provided by the direct experience of Alberto Quarello, who led many workshops about this since 2006 until now meeting and working with more than five thousand people with deeply different backgrounds. Because this study is essentially about choral didactics, it is also fundamental the contribution of the musicological and ethnomusicological research about the analysis on the development of musical intelligence

Body Solfege in the BAPNE Method – Measures and Divisions

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 Efficacy of BAPNE Method in Dementia Treatment: A Research Proposal in Friuli Venezia Giulia, Italy

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 BAPNE Method: A New Approach and Treatment for Depressive Disorders

Depression is characterized by a decrease of the tone of the mood that is associated, as a rule, with a slowing down (hard or slight) of some cognitive functions (attention, perception, ideation) and with a decline of the psychomotricity. Recently some studies have shown that music and movement generate healthy effects to depressed patients. The aim of this research is to demonstrate that the method of body percussion BAPNE may be used as a possible means of rehabilitation for depression. This method, effective both at an interpersonal and an intrapersonal level, fosters the cognitive, social-emotional, psychomotor stimulation, and the start up of all the brain lobes. We expect the level of attention to be stimulated, as well as executive functions, ability to focus, self-confidence, visual-spatial abilities, with a consequent improvement of patient's quality of life, decreasing of the stress, and suicidal risk

BAPNE as A Mediation and Conflict Resolution tool in Education Methodological Introduction

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