There are two (…)
Here is another example of an engaging practice that, from a professional experience, fosters students’ SCHOOL ENGAGEMENT. By school engagement we mean students’ observable participation in school activities, sense of belonging to classmates and teachers, and valuing success in school-related goals.
It is implemented by: Teachers
It is directed at students aged: 12-14
Target group: Whole school approach
Main subjects involved: Arts, Music
ICT involvement: yes
Description of the practice: “Projecte Khoreia” is a project that aims to make music in community for inclusion. There are two actions included in the project: Khoreia choir (with weekly rehearsals, in which can participate every student, no matter the grade they are cursing, their condition or their needs), and Khoreia activities (punctual musical events addressed to the whole school). The main objective of these activities are to promote the right to musical practice, inclusion and social cohesion; to use music in community as an educational tool to promote motivation, school engaging and the achievement of basic skills; and to promote school projection and cooperation with our local environment.
Accessible to any student: yes, As it is a voluntary activity, if anyone don’t want to participate, they do not have to. On the other hand, the participants have to accept and respect the rules of the activities.
Meaningful participation for every student: yes
Why? Music in community allows everyone to participate meaningful, no matter their skills or needs. In a choir or in a musical activity, anyone can find their place and take responsibility for the group result.
Support to the practice: yes, We do team work for choir rehearsals (with two directors and punctual collaboration of musician mates), and there are several colleagues who collaborate actively in the shows and Khoreia activities. Specially, we have full cooperation of our colleagues of special education and others to support some students with special needs (helping them in communication and organization, lyrics understanding, etc.)
Does this practice promote students observable participation in school related activities? Yes, The repertoire and the activities we develope are always related to the values, the competences and the contents we’re already working in school. In all the activities we, at least, work on personal and social competences, language skills (in both national and foreign languages), and contents related to SDG and school values (gender equality, diversity and interculturality, environment and sustainability, peace and justice…)
Does the practice promote students sense of belonging to classmates, teachers and school? Yes, Musical practice in group provides meaningful emotional and experiential cooperative experiences, mostly positives and pleasant, which contributes to promote coexistence and sense of belonging..
Does the practice promote students giving value to success in school-related goals? It is not the main goal of the project and we don’t raise it specifically. But we think it can promote it indirectly.
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