Inclusive Education from Musical Competence and its Application Neuropsychological for Social Cohesion in Secondary School

The school provides opportunities to rethink how to prevent and address the conflicts they contain in Secondary. At present, according to Carbonell [1], the school must be directed towards training towards social justice in order to compete in the world of work with daily life itself, where frequent changes such as the current one’s favor risks such as school failure that result from indecision. by rapid adaptation and that end with social exclusion

The application of the musical experience in the Secondary stage must be the competence of all teachers, because it has also been shown that it can be globalized with other areas of knowledge in an artistic way, from a story, a social history. Theater, accompanying, etc. This shared musical learning process mediates towards a social, educational integrative cohesion, which addresses the need to structure the areas of knowledge with specific guidelines for musical educational intervention, inside and outside the classroom. This experience is a process of innovation that facilitates the cooperation of the educational community. Being active in music supposes encounters with oneself and with others, a real, cultural and social knowledge where it will lead us to encourage cooperation and social cohesion.

The objective of this study is to analyze the importance of the musical experience in the Secondary stage from the social cohesion model, to confirm the importance of the Musical Competence construct, which is framed within the Secs Evalnecs project: design of an evaluation model of needs. In this macro-project, different constructs are investigated, among them, that of musical competence, integrated within the dimension of Sustainability throughout life. This construct has been designed and validated and includes five dimensions with their different items, generating depth in the study.

As the composer Igor Stravinsky said, “music only represents itself”.

Music like any external stimulus is captured by the brain and before birth the newborn uses internal stimuli. Neurology and music lead us to conclusive studies to apply in education and health.

Located in the cranial cavity, the brain is a mass of nervous tissue that integrates the cognitive, motor, emotional and vital functions of the organism. The development process in education requires applicable premises from neuropsychology to comply with equitable education.

Following Olivers Sacks: “Nobody needs to have specific musical knowledge or have a musical gift to enjoy music and respond to it on all levels. Music is part of being human, and there is no human culture in which it has not been developed and admired”.

If music influences physiological processes to give a response in evolutionary development, we must consider the first steps of childhood, due to the functions of brain plasticity that remain when there is training. We also know that there are elements that hinder development such as depression, heart rate, pain, anxiety Altemüller et al. [2]. However, strictly listening to music and much more if it is what we prefer, helps to enhance structures involved in the activation of emotions, leading to the secretion of the pleasure neurotransmitter dopamine.

If listening to music is significantly related to social wellbeing, emotional regulation and social cohesion Papinczak et al. [3], the question would be, would it help to improve the tensions and nervousness of adolescence and make it possible to focus their emotional responses?? According to McFerran et al. [4], most adolescents use music to improve their mood.

The perception of music

We know that music goes further than the word, music has always accompanied man in the most important events of his life. His evocative power surpasses any other sensation [5]. These lived situations have been evaluated by means of electroencephalograms and magnetic resonances through the musical experience.

According to Sacks [6], the motor cortex shows changes, for example when performing piano exercises with all five fingers, even the activity of the basal ganglia and the cerebellum increases when it is practiced physically or mentally. This training modifies the structure and function in the stages of brain development, and can induce plastic changes in adult brains, helping to preserve areas of white and gray matter even in old age, a stage in which certain brain functions are lost Sluming et al. [7] and can extend to cortical and subcortical structures.

Does being musically active have advantages?

Secondary is necessary because it brings together the perception-action junction intervening in the sensory, motor and multimodal brain regions, and positively contributes to sound transmission areas located in the brainstem and in the thalamus. So, is it important to perceive music in Secondary?

Following Altenmüller et al. [2] his contribution not only helps the development of education, but also supports music therapy and repairs damaged neural processes, or stimulates brain regions, that is, it is a great advance that would depend in principle of the Musical Competition of the teaching staff together with the rest of the teaching colleagues to be able to alleviate social exclusion.

Shared human emotions

“There are societies without writing, but none without music. Just as language can confuse, music is a more truthful way of conveying information or emotions. There is no part of the brain that is not affected by music.”

Stefan Koelsch

Indeed, in the brain resides the cerebellum with a specific motor function and the cerebral hemispheres that constitute different functions, the HI is analytical and the HD more holistic and emotional and according to Bermell [8], the action of music interrelates the entire central system.

Perlovsky [9] studied emotions, defining them as neural signals that connect brain regions responsible for instinct and conceptualization. Emotion and motivation are intimately linked: “It is more difficult to fake music than in language” This communication between instinctive needs and brain mechanisms of understanding and conceptual recognition, allows preference to be given to those situations that can better satisfy the vital necessities in the classrooms and the public, when listening to his most well-known melodies.

Music as social cohesion

Music is an instrument of social cohesion, the result of the need to communicate through musical instruments, survive, and evolve a lifestyle. There were musical patterns created by our ancestors from certain sounds to indicate the presence of danger, calls or indications. Its evolution to the present has given an indispensable place to music, and compositions between different cultures, styles at different times in the history of music continue to be demonstrated. Music, painting and lyrics have always been the standard of each era.

Gómez [10] carried out a study on the relationship between the emotions provoked by music and the physiological response and observed that, despite the contrast of their music, similar structures appear between different cultures that provoke the same emotions of happiness, sadness, fear and anger. Musicians and people without musical training can identify the emotions conveyed by the notes of a musical composition. Music awakens a different feeling in each person, where emotions emerge and facilitates social cohesion.

The methodology that has been used for the study and validation of the musical competence construct from a social cohesion model has been through the creation of a context questionnaire. The previous phase for the creation of this context questionnaire was the creation of a team of expert judges, who were in charge of validating the different constructs investigated. Once these constructs were validated, among them, that of musical competence contextualized within the dimension of Sustainability throughout life, different dimensions were created for each one, which in turn were made up of different items. Contrasted from the analysis of the contributions of significant authors in the field studied, in order to generate a deeper understanding of the subject and clarify the set of probabilistic conclusions that must be explored.

To relate the perception of music with the results of the different dimensions, we present the descriptive results of dimension 2 and 3 of the Musical Competence/Cultural and Artistic Competence construct. Dimension 2, music appreciation, is made up of 5 items and dimension 3, involvement, is made up of 7 items.

We show the Figure 1 where all the constructs studied in the Secs Evalnec project appear, so that you can see where the Musical Competence construct is contextualized, which is located within the dimension of the Social Cohesion model called Sustainability throughout life [11].

Figure 1:

Source: Jornet [11].

Table 1:Dimension 2: Music appreciation.

Next, we observe Table 1 to show the descriptive results of dimension 1, musical appreciation:
To continue, we show Table 2 with the descriptive results of dimension 3 and the respective ones that form it:

Table 2:Dimension 3: Implication.

Different investigations confirm that students who have received more training in the subject of music obtain better overall academic results. The musical experience encourages stimuli that produce physiological changes, due to being able to express feelings and emotions that even go further than the word.

Regarding the practice of music education, we affirm that it provides various benefits both at a cognitive, motor and social level, which allows a better development and integration of students in the classroom, due to cooperative musical practices.

In addition, the music curriculum is considered essential as a social educational process and as an educational and social integrative tool that helps structure the areas of knowledge to address the specific guidelines for educational intervention, inside and outside the classroom.

In reference to Secondary Education students, we have observed that they do not value the subject of music so much because the educational system does not give it the weight it deserves due to the low teaching load.

Finally, it should be noted that teacher training requires a neuropsychological orientation of music to confirm the importance that this subject has as an agent that enhances social cohesion and equal quality.

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