Rethinking experimental music within music education: Thoughts and feelings after a voyage through the Project INsono

This paper tells the story of INsono, an interactive sound installation and workshop created by a group of musicians for the 6th edition of the Big Bang in Lisbon, Portugal. To tell this story I will present my findings throughout a narrative that evolves through the analysis and interpretations of interviews with the musicians andthe curator of the Big Bang Lisbon, field notes taken during the creation and the presentation of INsono, and group interviews with children about their lived experiences during the workshop. Describing the process that led to the creation of the final sound installation, I will explore, on one side, what were the main concerns and ideas of the musicians and the curator of the festival in what regards concepts such as education, childhood, music, and art, and,on the other, the perspectives of children that participated in the workshopon their experiences of INsono. This will, hopefully, lead us to a discussion where we might rethink the potentialities of experimental music in both formal and non-formal contexts of learning; moreover, it might lead us alsoto look at the dynamics, strategies and tools that are used in non-formal contexts as a source of inspiration to reflect onpedagogical approaches in the classroom that might enrich the musical and artistic experiences of children

The workers perceptions about human resource management function

There are different perspectives about Human Resource Management (HRM) function, which emphasises (1) specific knowledge that typifies some interventions _ HRM practices such as recruitment or training; (2) the role of a regulator of relations and (3) the capability of intervention which is dependable of the degree of credibility attributed by organizational actors. This credibility is often built in turn of the organizational actors (e.g. workers) perceptions of HRM involvement on the organizations strategy. There is a gap on the literature considering the workers perceptions of HRM. Our purpose is to contribute to the definition of HRM on the perspective of workers. We analyze the perceptions of HRM in six case studies of Portuguese SME. We argue that there are some particular factors which are more evident to workers, and play an important role concerning the impact of HRM

Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups. Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old. It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.info:eu-repo/semantics/publishedVersio

Voar até ao comboio dos segredos: a construção de significados partilhados no desenvolvimento do pensamento musical em crianças do 1º ciclo do EB

Doutoramento em MúsicaO presente trabalho pretende ser uma contribuição para o estudo do desenvolvimento do pensamento musical em crianças do 1º Ciclo do Ensino Básico. Este tema foi analisado a partir dos processos através dos quais as crianças constroem significados quando estão envolvidas em atividades relacionadas com a composição musical. Esta análise foi produzida a partir de três eixos teóricos fundamentais: A corrente enativa do embodiment, a teoria das emoções e sentimentos de António Damásio, e a Psicologia Cultural. O projeto foi desenvolvido a partir de um estudo longitudinal em que a professora/investigadora, através de vários ciclos de investigação-ação acompanhou o percurso de 72 crianças entre o seu primeiro e terceiro ano de escolaridade, numa escola do 1º Ciclo do Norte de Portugal Os dados foram obtidos a partir da observação participante em sala de aula, notas de campo, gravações áudio e vídeo, conversas exploratórias e diálogos, um questionário/reflexão e self-reports. A análise e interpretação dos dados sugere que atividades relacionadas com a composição musical em pequenos e grandes grupos, quando abordada a partir de temas intimamente ligados aos mundos das crianças, se pode transformar numa plataforma de diálogo baseada em processos emocionais profundos onde as crianças encontram inúmeras oportunidades não só para desenvolver o seu pensamento musical, como também para reconstruir as suas identidades musicais, pessoais e sociais.This work is a contribution to the study of the development of children’s musical thinking in the context of primary school. This topic was analyzed taking into account the processes by which children create meaning when they are involved in activities related to music composition. This analysis was based upon three major theoretical axes: The enactive approach to embodiment, António Damásio’s theory of emotions and feelings and cultural psychology. The project was developed in a longitudinal design in which the teacher/ researcher, through an action research methodological approach, followed the musical development of 72 children between their first and third grade, in a primary school in the North of Portugal. Data was gathered from participant observation in the classroom, field notes, audio and video recordings, exploratory conversations and dialogues, a reflexive questionnaire and self-reports. Analysis and interpretation of data suggests that musical composition activities in small and large groups, when approached from the point of view of children’s’ worlds, can become a platform for dialogue based on deep emotional processes where children find several opportunities to develop not only their musical thinking, but also their personal, social and musical identities

Teletrabalho Aspectos facilitadores de implementação

O Teletrabalho provocou um entusiasmo inesperado face à possibilidade que oferece de melhorar a qualidade de vida do trabalhador (reduzindo o stress e aumentando a satisfação no trabalho) e por contribuir para maior eficiência organizacional (reduzindo custos, turnover e absentismo e aumentando a produtividade). É nosso objectivo compreender de que forma os trabalhadores percebem a situação de Teletrabalho, não apenas os teletrabalhadores, mas também aqueles que permanecem no local físico de trabalho. Esta investigação avalia as percepções mútuas entre teletrabalhadores/trabalhadores no que se refere à avaliação do projecto e aos aspectos relacionais e de performance (produtividade e qualidade) bem como das chefias directas de equipas mistas (teletrabalhadores/trabalhadores). Foi realizado um estudo de caso exploratório de um projecto piloto de Teletrabalho na Portugal Telecom - Centro da Picaria. Foram realizadas entrevistas a teleoperadoras, operadoras e supervisoras. As teleoperadoras e supervisoras percepcionaram aumentos de produtividade e qualidade da sua performance em situação de Teletrabalho, referindo a manutenção das suas relações profissionais. As razões para este aumento de produtividade e qualidade da performance são, segundo as teleoperadoras, a redução do absentismo e a supressão das fontes de stress. Na opinião das supervisoras, deve-se ao controlo mais próximo das teleoperadoras. As percepções dos pares sobre estes aspectos são menos favoráveis e referem o isolamento das teleoperadoras como o principal problema do Teletrabalho. A avaliação do projecto de Teletrabalho pelas 3 teleoperadoras é claramente positivo. Supervisoras e operadoras concordam com esta avaliação mas chamam a atenção para o isolamento (pessoal e profissional) das teleoperadoras. Este projecto aumentou o controlo das supervisoras sobre as teleoperadoras. Estas mantiveram reduzidos níveis de autonomia, responsabilidade e um conteúdo funcional do seu posto de trabalho pobre. Contudo, as percepções das teleoperadoras são muito positivas e o seu compromisso com a organização aumentou. A introdução do Teletrabalho não significa mudanças automáticas ao nível do conteúdo funcional do posto de trabalho, da satisfação no trabalho, eficiência, responsabilidade e autonomia do trabalhador bem como no processo de tomada de decisão. Este caso chama a nossa atenção para a importância do contexto social, cultural e estratégico nos projectos de Teletrabalho e do seu impacto no envolvimento e avaliações dos trabalhadores

Gestão de recursos humanos em PME’s de elevada tecnologia

Com base nos resultados de três estudos de caso conduzidos em PME do sector das novas tecnologias, procura-se contribuir para a clarificação do(s) processo(s) pelo(s) quais a GRH tem impacto numa organização. Os três estudos de caso tiveram como objectivos: Caracterizar a gestão de recursos humanos e identificar as práticas utilizadas na organização; Perceber os indicadores utilizados na tomada de decisão para a adopção de novas práticas; Explorar a percepção de impacto da gestão de recursos humanos e/ou das práticas no desenvolvimento organizacional, quer pelos decisores, quer pelos colaboradores da organização, alvos dessa mesma GRH. Verificámos que o processo de implementação das práticas de GRH em A e C é incremental e resultante de processos informais de benchmarking, enquanto que em B foi desenhado um pacote de práticas, importadas de multinacionais, que constituiu, desde a fundação da organização, o seu reportório base e formal. A percepção dos colaboradores e dos decisores da importância da GRH para a performance da empresa é diferenciada nas três organizações: em A, atribui-se à GRH um valor instrumental de criação de valor muito claro e as perspectivas de colaboradores e dirigentes são consonantes; em B, a percepção do valor é diferenciada: para os dirigentes, a GRH é uma forma de motivação dos colaboradores garantindo maior eficiência, mas também uma forma de controlo formal; para os colaboradores, uma função essencialmente administrativa. Em C, a função, numa fase de menor amadurecimento, é percepcionada como uma função essencialmente administrativa, mas reconhece-se, quer pelos colaboradores, quer pelos decisores, um potencial essencial ao desenvolvimento futuro da organização. Identificaram-se como factores condicionantes do impacto das práticas de GRH, a nível externo, o mercado (clientes e concorrentes) e, a nível interno, a organização do trabalho e coerência interna do sistema GRH, em termos da harmonização das práticas entre si e com a estratégia da organização. Os dados resultantes da comparação entre casos evidenciaram alguns aspectos relevantes e inesperados para esta investigação. A natureza da função, GRH é caracterizada como uma função com uma forte componente negocial e de gestão de conflitos. A percepção da utilidade altera-se em função do grau de especialização da função GRH: é maior em A e C, menor em B. Estes resultados sugerem que práticas de GRH formais podem produzir diferentes resultados em termos sociais e que o envolvimento, a compreensão e aceitação das práticas podem ser um prócêsso desenvolvimental. Por outro lado, para a percepção da utilidade da função comtribui, para além destes aspectos, o grau da sua especialização e a coerência do sistema interno de GRH com a estratégia da organização.The authors examine Human Resource Management (HRM) practices using data from three case studies of high technology entrepreneurial sme’s in Portugal and the implementation process and impact on organizational performance that these practices have. The objectives of the study were to: (1) Describe HRM and identify HRM practices used in the organization; (2) Understand how decisions were made concerning adoption of new HRM practices and; (3) Explore the perception of the primary decisions makers and employees with the organization and their acceptance of HRM systems and practices. We verify that development of HRM practices were incrementally implemented as problems arose in A, whereas in B they were implemented in a complete set from the beginning. General agreement throughout the organization of the importance of the HRM function. Recognition of the HRM impact on organizational performance are explained differently in each organization: In organization A, HRM function adds value to organization through customers’ perceptions of employees' satisfaction; In organization B, HRM motivates workers, which is an expected outcome of HRM practices, and should increase organizational efficiency (i.e. “better work in fewer hours”). In organization C, on a different stage of maturity, HRM function is mainly an administrative function but employees and main decisors recognise HRM potential value, by, for future organization development. The factors who in some way limit the HRM practices impact are, at external level, the market (clients and competitors) and at internal level, work organization and the internal coherence of HRM systems, specially the internal harmonization of the practices and with the organizational strategy The data produced with case studies comparison are unexpected and relevant. The HRM nature is characterized as a function of strong negotiable component and as a management of conflicts. The perception of utility changed in function of the specialization degree of the HRM function: higher on organizations A and C, lower at organization B. These results suggest that: Formal HRM practices (i.e. those which are “prescribed” and “official”) that are similar across organizations can yield different social results. Trust-building practices are an important element in the process through which HRM impacts organizational performance. HRM has to implement a developmental process through which workers can understand and accept HRM practices to have a sustained impact on organizational performance

Music, wellbeing and engagement in early childhood: reflections from a pilot study focused on sound as artistic matter

Recent research in Music Education and Music Psychology has established important connections between music and children's wellbeing (Hallam, 2015, 2016; Hallam, Creech & Varvarigou, 2017; Smith, 2021). Consequently, several researchers have highlighted the need to implement more inclusive and democratic practices in formal and non-formal educational contexts, involving all children in participatory and meaningful musical experiences (Benedict et al. 2015; Hess, 2017; Wright, 2015). Following this demand, some scholars have criticized hegemonic Eurocentric approaches to music education, suggesting instead a departure from sound and sounding phenomena as larger categories that might incorporate children's diverse trajectories and life experiences, and invite all children to participate in truly engaged ways (Recharte, 2019; Thumlert & Nolan, 2019; Thumlert, Harley & Nolan, 2020). This paper reports preliminary findings of a pilot study that is being developed in a Portuguese non-profit association located in the central area of Portugal. This association aims to develop inclusive and democratic projects with children from 0 to 6 years old - that are not integrated in other social facilities such as nursery schools or Kindergartens - and their respective families. One of the main goals of this association is to raise the awareness of children's rights among community members and beyond, namely the right children have to free play since their birth. The pilot study covers 12 music education sessions named "Sound Hunters", dedicated to the development of an approach to music education with an intense playful component, departing from sound as artistic matter and involving competences related to deep listening, sound exploration and experimentation. All the activities were planned and implemented in an action-research project, using a series of new devices and tools specially created and adapted to children, that could be easily explored and manipulated by them autonomously. The participants included 15 children with ages ranging from 18 months to 5 years old, the association team and the authors as facilitators. This study applied the Leuven Scales (Laevers, 2005) to assess the children's levels of involvement and wellbeing, using data from participant observation, field notes, and video and audio recordings. Results from this assessment were then triangulated with data from informal conversations and interviews with children and the association team. It was found that, during the periods of observation, children evidenced high and very high levels of wellbeing and involvement, especially manifested in their receptivity to the activities proposed during the sessions, self-confidence and self-assurance, and on their levels of attention, interest, and creativity. These findings were then corroborated by what children mentioned during the interviews and informal conversations about their personal experiences during the sessions. In this paper we argue that these findings emerge as a consequence of the opportunities offered to children to make connections with sound phenomena deeply related with their daily lives and interact collaboratively with sounds through participatory processes genuinely opened to creativity and experimentation. Finally, we discuss how this perspective might promote more meaningful and inclusive educational practices, discussing the implications and challenges posed to music education in early childhood.publishe

The development of trust in therapeutic communities and its impact on treatment adherence

A confiança é reconhecida como um elemento essencial para o estabelecimento da relação terapêutica, com um importante impacto na adesão ao tratamento. No entanto, existem poucos estudos e modelos teóricos que permitam a sua conceptualização e mensuração neste contexto. A presente investigação tem como objectivo estudar o desenvolvimento da confiança nas Comunidades Terapêuticas e o seu impacto na adesão ao tratamento. Foi adoptada uma metodologia mista e participaram nesta investigação, 231 sujeitos distribuídos por nove Comunidades Terapêuticas. Os resultados mostram a existência de dois níveis de confiança (na relação dos residentes com os técnicos e com as instituições) e apresentam-na como um elemento fundamental para o desenvolvimento da relação terapêutica e para a adesão ao tratamento.Trust is recognized as an essential element for the establishment of therapeutic relationship and has a major impact on treatment adherence. However, there are few studies and theoretical models which allow its conceptualization and measurement within this context. This research aims to study the development of trust in Therapeutic Communities and its impact on treatment adherence. It was adopted a mixed methodology and 231 subjects spread over nine Therapeutic Communities participated of the study. The results show the existence of two levels of trust (with the technical staff and with the institutions) and present it as a key element for developing therapeutic relationship and treatment adherence

The inclusion of the educator in preschool music lessons, as an influence on musical development

The current paper presents a study on the relationship between music learning development, and the inclusion of a general preschool educator in music lessons, by children aged between 3 and 5 years old. Three study groups (n=51) consisting of existing preschool classes were differentiated by their exposure to a series of ten music lessons with or without the assistance of their habitual educator. One group had both lessons and educator assisting, a second group had lessons but their educator wasn’t present. A third was used as a control group in order to define musical development that was only related with cognitive growth. Participant’s performance concerning reproduction of learned rhythm patterns, melodic patterns and a familiar song were audio recorded in two recordings: once before the ten given lessons and the other after them. These were evaluated by professional music judges that had to choose the best recording of each individual child, without knowing if they were evaluating either from the first or second moment of recording. The study concept was developed using existing research based on Vygotsky (1978) and Brofenberner’s (1979, 1989) theories of learning, and on the basis that effectiveness, emotions and feelings, have a prior role in knowledge construction (Damásio, 2001, Bowman, 2004, Johnson, 2006, 2007). The paper concludes that as the study group with lessons and educator assisting scored higher in the final musical test, this is presented as evidence to the notion that musical knowledge is a cognitive construction deeply embedded in the social and emotional webs created by the child

Sound hunters: an invitation for a soundwalk on the local community

This worshop is based on the pilot project "Sound Hunters: Towards a Pedagogy based on Listening and Sound Exploration in Early Childhood", that the authors are implementing in a non-formal educational context in Portugal. This workshop emerges from "a double call" that has recently been made in the field of music education. A call that asks, on the one side, for a new perspective on the concept of "music" - that might include the entire soundscape that surrounds us (Landy, 2007; Solomos, 2020) - and, on the other side, for more inclusive and democratic practices in music education, that might create learning opportunities for all children (Benedict et al. 2015; Hess, 2017; Wright, 2015). In this workshop we aim to give a contribution to this double call by inviting participants for a soundwalk, that will be used as a means to (re)connect participants with the local soundscape through active and attentive listening (Clarke, 2005; Deans, Brown & Dilkes, 2005), and to introduce the idea of Sound Ecology (Schaffer, 1977; Truax, 2019; Etmektsoglou, 2019). Departing from a previously prepared roadmap, and divided into 4 small groups, participants will take a route through the conference venue, while focusing on listening to the sounds that surround them, a process that has been defined as a Soundwalk (Westerkamp, 2011; Behrent, 2018 ). This route will have several stopping points where participants will find diverse listening tools such as "prepared headphones", devices for recording and manipulate sounds, "listening acoustic cones", among others. The purpose of these apparatus is to invite and facilitate different interactions with sounds, so that participants can engage in meaningful and active listening experiences related with the surrounding soundscape. In the end, participants will share their experiences with the group in an informal conversation, where they will be invited to talk about important moments and key events experienced during the soundwalk. This conversation will be guided by the authors and aims to better understand how the soundwalk affected participants' feelings and ideas about their sonic worlds, their relationships with sounds, the local landscape and local community, and their ideas about music. At the end of the workshop it is expected that the participants might be able to: (i) Identify sound as part of each person's sensory experience; (ii) Identify, describe and compare different sounds and soundscapes; (iii) Explore, in a creative way, different sound sources and tools related to the perception and appropriation of sound; (iv) Explore the idea of Sound Ecology, relating sounds with the diverse environments in which they usually participate; (v) reflect and rethink their ideas and conceptions of "music" and "musical". Target audience: Children (2-5 years old), their families, educators, musicians, researchers and general public.publishe