1As an initial evaluation, the educational activities imparted had an effect on the appearance and disappearance of emotional indicators, with a significant presence of those indicating reserve, low self-esteem or in some cases poor school performance.

2 40 observations were made in the evaluation of the group attitude responses of 5-year-old boys and girls towards a school activity with or without use of the arts (music and movement, arts&crafts, drama). The results prove that there will always be qualitative differences in the attitude of the small children in the two groups: the group that has used the arts and the control group.

The procedural evaluation compiled 960 pieces of school work, and observed that use of the arts as a procedure can have a positive influence on the way they are done, specifically on the completion of connected lines, an increase in creativity in the solution of logic problems, associating and distinguishing between amounts and identifying geometric figures, as well as on emotional aspects that improve concentration and attention.

3The emotional effect of use of the arts as an educational procedure was significantly beneficial for a large part of the sample group (81,2%), improving emotional stability and self-esteem in comparison with the initial evaluation.

4The teachers participating in the research placed a high value on the use and presence of the arts for both the children and themselves, with a positive effect on the teaching action.

5We consider it far more appropriate to optimize the program categorizing the artistic possibilities which come together with the proposals, without limiting the creative liberty of the teacher.

Co

nC

lus

ion

s

The Arts (Music, Arts&crAfts And drAMA) as

a procedure for learning

pre-schoolstage content.

Eugènia Arús, Universidad de Barcelona. Marta Fiol y Eva Flores, grupo edebé. © Proyecto grupo edebé.

instruments

sAmple

progrAmme

1 Carrying out an initial evaluation in order to find out whether the proposal is appropriate to the interests and requirements of the institutional context in which the programme is to be applied, assessing the initial emotional state of 5-year-old pupils.

2 Preparing and implementing a pre-school education programme distinguished by the use of the arts as educational drivers, evaluating its feasibility and achievements according to the processes involved.

3 Carrying out a final examination in order to detect whether, having evaluated the pupils’ emotional state again, any particular changes were observed in comparison with the initial evaluation based on the appearance or disappearance of emotional indicators.

4 Compiling teachers’ opinions, evaluating the changes which have occurred in their attitude based on self-reflection.

5 Being able to optimise the programme in the future.o

bje

Ct

ive

s Review of the ReseaRch undeRtaken oveR the last five yeaRs.

Economidou Stavrou, N., Chrysostomou, S. & Socratous, H.(2011).Alcock, Cullen & St.George (2008). Mertoglu (2010). Seeman (2008). Pérez Moreno (2011). Arús (2010). Moritz et al. (2013). Bolduc (2008).Habegger (2010). Navarro (2007). Mequè (2008).

Can the use of the arts improve the response to diversity in the classroom?Pre-school edu + Artx3 =

( Creativity) + ( Emotional)stability

existing diversityAddress the

ParticiPatory evaluation

research model

GRaphomotoR skills. Tres hojitas madre

loGic. Sounds

57% 43%

Graphomotor skills, through the completion of different connected lines

Works in a focused way while looking at the worksheet. There are spontaneous reactions (talking, singing...).

ARTS GROUP CONTROL GROUP

They complete the continuous line

They do not complete the continuous line

84%

16%Works sporadically. Easily distracted and talk among themselves.

They complete the continuous line

They do not complete the continuous line

Spatial resolution of mazes

Poss

ibili

ty 1

19,3%

3,8% 3,8% 3,8%

11,6%

3,8% 3,8%

15,4%

34,7% 65,4%

34,6%Po

ssib

ility

2

Poss

ibili

ty 3

Poss

ibili

ty 4

Poss

ibili

ty 5

Poss

ibili

ty 6

Poss

ibili

ty 7

Poss

ibili

ty 8

Poss

ibili

ty 9

Poss

ibili

ty 1

Poss

ibili

ty 2

ARTS GROUP CONTROL GROUP

GeometRic shapes. Castle in the sun, of Paul Klee

etc.

solution of sequences. Finding´s Nemo, of Thomas Newman

83%

17%

Solution of sequences or the creation of new ones

Works calmly in silence while looking at the worksheet. There are no spontaneous reactions (talking, singing...).

ARTS GROUP CONTROL GROUP

They apply the logic. They complete the sequence without any mistakes.

They do not apply the logic. They make mistakes when completing the sequence.

They apply the logic. They complete the sequence without any mistakes.

They do not apply the logic. They make mistakes when completing the sequence.

69%31%

There is a general racket which requires intervention by the teacher.

66%34%

ARTS GROUP CONTROL GROUPThey complete the sequence without any mistakes, taking care over qualitative aspects (proportion, colouring, continuity, etc.)

They do not take care over qualitative aspects.

They complete the sequence without any mistakes, taking care over qualitative aspects (proportion, colouring, continuity, etc.)

They do not take care over qualitative aspects.

64%36%

4% 4%

92%

Identifying and distinguishing between geometric shapes

Generally hands in the worksheet showing positive emotions.

ARTS GROUP CONTROL GROUP

They identify the geometric shapes and name their work.

They identify the geometric shapes but do not name their work.

They do not identify the geometric shapes.

17%

9%

74%They identify the geometric shapes and name their work.

They identify the geometric shapes but do not name their work.

They do not identify the geometric shapes.

The pupils hand in the worksheet without showing any emotion.

48 (Arts group) + 48 (Control group) = 96 children

Barcelona + Madrid

music, movement, arts&crafts and drama all intervene in this programme:

• as a means of motivation.

• as a vehicle for the development of attention and concentration.

• as a stimulator for children’s creativity in learning processes.

• as a procedures.

design

initial evaluation

Test (D1) Retest (D2)Teaching lesson

Procedural evaluation

Implementation 10 activities

(activity book)

observation

Final evaluation

Test (D3) Retest (D4)Last lesson of the programme

Data analysisDifferences between D2-D4

0 5 10 15 20 25 30 35 40

29

39

9

19

CONTROL GROUP

IMPROVEMENTREMAINED THE SAME

NO IMPROVEMENT

2919

ARTS GROUP

IMPROVEMENTREMAINED THE SAME

NO IMPROVEMENT

399

d1

d3

d2

d4

qualitative siGns

• Face shading•gross asymmetry of limbs• leaning figure: the axis of the figure

has a lean of 15 degrees or more•small figure no more than 5cm high

omissions

•of the eyes•of the nose•of the mouth •of the body •of the arms•of the legs

special details

•small head: the head is less than one tenth of the total height of the figure

•teeth •short arms: do not reach the

waistline • long arms: go down to the knees •Arms stuck to the sides of the body •Big hands: of a size equal to the face

of the figure •Hands omitted, or arms with no

hands or fingers. (Hidden hands are not included)

• legs joined together •genitals •Monster or grotesque figure •three or more figures drawn

spontaneously •Clouds, rain, snow

elizabeth koppitz’s human fiGuRe dRawinG test

- Dynamic of the proposeD activity

There is a general racket which requires intervention by the teacher.

Works sporadically. Easily distracted and talk among themselves.

Works calmly in silence while looking at the worksheet. There are no spontaneous reactions (talking, singing...).

Works in a focused way while looking at the worksheet. There are spontaneous reactions (talking, singing...).

- the proposeD activity: motivation

Not motivated.Displays little motivation. Sample some motivation. Highly motivated.

- completion of the worksheet

There is a general resistance to doing the worksheet.

Some show resistance to doing the worksheet.

They do the worksheet mechanically without showing much enthusiasm.

They show enthusiasm for doing the worksheet. Everyone wants to participate.

- table work: boDily responsesThere is a refusal to sit down. Intervention by the

teacher is required.

Some pupils display rejection and use their body to express their refusal to do the proposed activity.

Displays tension and anxiety to complete the work.

Pays attention while sat down, in a relaxed manner, displaying a cheerful attitude.

- table work: verbal responsesQuestions or interventions are generated by talking about subject matters unrelated to the activity.

There are no interventions by the pupils. Questions or interventions are generated by talking about aspects related to the activity.

Shows understanding, does not ask questions, communicates with classmates and works with interest.

- the time* in which to Do the worksheet, aDapteD to the content to be

workeD on

Needed more than one session to complete the worksheet due to incidents** in the classroom.

Completed the worksheet using more than the usual period of time.

Did the worksheet within the usual time parameters.

Generally does the worksheet quicklyand efficiently.

- hanDing in the worksheetThe teacher collects the worksheets from the pupils.

The pupils hand it in and some display a lack of confidence about their work.

The pupils hand in the worksheet without showing any emotion.

Generally hands in the worksheet showing positive emotions***.

Date

Group

Activity

Attitude the whole class shows in front of:

* Cuando hacemos referencia al concepto “tiempo” tenemos en cuenta el criterio de la maestra ya que ella es conocedora de las características de

su alumnado. ** Entendemos por incidencia aquellas situaciones que alteran el ambiente y la dinámica del aula, tales como: niños que han necesitado atención

individualizada, interrupción de la actividad por causas imprevistas...

*** Entendemos por emociones positivas: sonrisas, miradas de aprobación, muestras de orgullo y satisfacción por el trabajo realizado...

open-stRuctuRe inteRview

systemised obseRvation model