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[{"key": "dc.contributor.advisor", "value": "Saarikallio, Suvi", "language": null, "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Paajanen, Sanna", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2016-06-13T08:24:10Z", "language": null, "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2016-06-13T08:24:10Z", "language": null, "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2016", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1544689", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/50273", "language": null, "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Suomen kouluissa on enenev\u00e4ss\u00e4 m\u00e4\u00e4rin oppilaita erityisopetuksen piiriss\u00e4. Tukea saadaan yleisen\u00e4, tehostettuna tai erityisen\u00e4 tukena. Yhten\u00e4 syyn\u00e4 erityisopetukselle on tunne-el\u00e4m\u00e4n h\u00e4iri\u00f6 tai sosiaalinen sopeutumattomuus. T\u00e4llaisten oppilaiden on vaikeaa tulla toimeen toisten kanssa ja he joutuvat usein konflikteihin vuorovaikutustilanteissa. He eiv\u00e4t osaa tunnistaa eiv\u00e4tk\u00e4 s\u00e4\u00e4dell\u00e4 omia tunteitaan niin hyvin kuin muut ik\u00e4toverit. Kouluik\u00e4iset my\u00f6s kokevat paljon sek\u00e4 onnistumisia ett\u00e4 ep\u00e4onnistumisia, jolloin hyv\u00e4 min\u00e4k\u00e4sitys ja itsetunto korostuvat, koska ne auttavat selvi\u00e4m\u00e4\u00e4n ep\u00e4onnistumisista.Musiikin sek\u00e4 fysiologisia ett\u00e4 psyykkisi\u00e4 vaikutuksia on tutkittu paljon. Musiikki mm. alentaa verenpainetta, rauhoittaa tai aktivoi pulssia, v\u00e4hent\u00e4\u00e4 stressi\u00e4 ja edist\u00e4\u00e4 mielihyv\u00e4hormonien erityst\u00e4. Musiikki voi tukea identiteetin kehityst\u00e4 ja auttaa tunnistamaan ja k\u00e4sittelem\u00e4\u00e4n tunteita erilaisissa tilanteissa. Musiikin avulla p\u00e4\u00e4st\u00e4\u00e4n k\u00e4siksi vaikeisiin ja kipeisiin tunteisiin, koska ne ovat turvallisen symbolisen et\u00e4isyyden p\u00e4\u00e4ss\u00e4 \u2013 musiikissa. Maisterintutkielmani on tapaustutkimus alakoulun erityisluokalla, ja sen tavoitteena oli selvitt\u00e4\u00e4 ryhm\u00e4muotoisen musiikkitoiminnan mahdollisuuksia vahvistaa erityisluokan oppilaiden sosiaalisia ja emotionaalisia taitoja. Tutkimusta varten toteutin kahden musiikkitunnin aikana tunteisiin liittyvi\u00e4 ryhm\u00e4teht\u00e4vi\u00e4 erityisryhm\u00e4n kanssa ja haastattelin ryhm\u00e4n luokanopettajaa, musiikin aineenopettajaa ja oppilaita, sek\u00e4 ker\u00e4sin oppilailta loppukyselyn. Opettajien haastatteluista selvisiv\u00e4t oppilaiden erityiset sosiaaliset ja emotionaaliset haasteet. Oppilailta sain tiet\u00e4\u00e4 heid\u00e4n kokemuksistaan ja tuntemuksistaan koulusta ja toiminnasta ryhm\u00e4ss\u00e4. Musiikkitunneilla keskityimme tunteiden k\u00e4sitteisiin ja niiden ilmaisemiseen musiikin avulla ensin itse maalaamalla, ja sen j\u00e4lkeen yhdess\u00e4 soittamalla. Oppilaat pitiv\u00e4t usein siit\u00e4 kouluaineesta, miss\u00e4 tunsivat p\u00e4rj\u00e4\u00e4v\u00e4ns\u00e4. Musiikkitunnilla mukavinta oli soittaminen. Tunteista helpoimpia tunnistaa olivat ilo, suru ja pelko. Vihan kohdalla vastaukset vaihtelivat. Vihaa \u201dmukavana\u201d pit\u00e4v\u00e4t saavat kenties vihaisesta musiikista voimaa. Pantomiimiteht\u00e4v\u00e4, miss\u00e4 oppilaat esittiv\u00e4t toisilleen tunteita, oli oppilaiden mielest\u00e4 erityisen mukava. Siin\u00e4 he p\u00e4\u00e4siv\u00e4t heitt\u00e4ytym\u00e4\u00e4n ja ilment\u00e4m\u00e4\u00e4n erilaisia tunteita. Tunteisiin liittyv\u00e4n soittoteht\u00e4v\u00e4n oppilaat arvioivat mukavaksi tai neutraaliksi. Erityisluokassa voi hy\u00f6dynt\u00e4\u00e4 musiikin identiteetti\u00e4 vahvistavaa voimaa kartoittamalla ja k\u00e4ytt\u00e4m\u00e4ll\u00e4 oppilaita miellytt\u00e4v\u00e4\u00e4 musiikkia rauhoittavana tekij\u00e4n\u00e4. Opettaja voi pienill\u00e4 musiikillisilla teht\u00e4vill\u00e4 saada aikaan oppilaille onnistumisen kokemuksia yhdess\u00e4 tekemisen kautta. Voidaan my\u00f6s keskustella musiikkikappaleen tunnelmasta ja tunteesta. Miksi siin\u00e4 kappaleen tarinassa on jokin tunne? Miten musiikki kuvaa sit\u00e4 tunnetta? N\u00e4in p\u00e4\u00e4st\u00e4\u00e4n k\u00e4sittelem\u00e4\u00e4n tunteita liikkuen joustavasti symbolisen kokemuksen ja k\u00e4sitteellisen ymm\u00e4rryksen v\u00e4limaastossa. Musiikkia voi my\u00f6s integroida muihin kouluaineisiin, milloin motivaatio k\u00e4sitelt\u00e4v\u00e4\u00e4n musiikin aiheeseen sek\u00e4 integroituun aiheeseen lis\u00e4\u00e4ntyy. Oppilaat voivat esimerkiksi tehd\u00e4 \u00e4idinkielentunnilla tehd\u00e4 omia rap-sanoituksia tai soittaa opiskelemansa historian aikakauden aikaista musiikkia.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.abstract", "value": "In finnish schools increasing number of students needs special education. Aid may be general, enhanced or specific. One of the reasons for special needs for education is a disorder of emotional or social maladjustment. Such pupils have difficulty to get along with others and often have conflict interaction. They will not be able to recognize and regulate their own emotions as well as other age-mates. School age children experience a lot of successes and failures in different situations. A good self-image and self-esteem helps to cope and deal when facing a failure. Poorer self-esteem may be associated with a variety of defense mechanisms while dealing with failures. Musics physiological and psychological effects in humans have been studied extensively. Music has been found to lower blood pressure, calming or activating pulse and reduce stress hormone and so on increases the feel of pleasure. Studies of changes in activity in brain section, and the changes of hormonal and immune systems are also very interesting. This seems to be the effect of music training and hobby. Positive experiences with music helps to develop the identity of a child's, as well as to identify and deal with emotions in different situations. Music is used to gain access to difficult and painful emotions and feelings, so that they are at a safe symbolic distance - the music. In my research at primary school special class I interviewed classroom teacher, music teacher and all students of the group. Interviews with teachers came up with the social and emotional challenges of pupils. From pupils I got to know about their experiences and feelings about school and working in group. Music lessons focused on the concepts of emotions and expressing themselves through music, first by painting, and later playing together. I noticed that students often like the subject what they felt to cope. In music lessons instrument playing was the most comfortable. The easiest feelings to identify were joy, sorrow and fear. Answers concerning about anger varied a lot. The ones that feels angers as \u201ccomfortable feeling\u201d might get some feelings of power from music. The mime-exercise where students played each other emotions, was in their view, comfortable. There they were able to throw themselves and express a variety of emotions. Playing music by emotions -exercise was rated comfortable or neutral. In special education class, you can take advantage of the reinforcing power of music by identifying the pleasant music and then using it as a calming factor. The teacher can make little common musical tasks to provide students experience success together through doing. It is also possible to discuss about atmosphere and feeling of some piece of music. Why there is some feeling in a piece? How can music describe that feeling? This then leads to deal with the feelings of a symbolic distance away - music. Music can be integrated into other school subjects, when the motivation to the subject of music, as well as an integrated subject increases. For example, students can make the mother tongue class to make your own rap lyrics or play some historical music of the era they are studying.", "language": "en", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Sanna Paajanen (samaande) on 2016-06-13 08:24:09.552405. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). 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