A Study Of Music Teaching Intervention Practiced In The Students From A Reformatory Middle School

This research is concerning an intervention implement for transforming mischievous teenagers. The intervention is implement in a reformatory middle school in Putuo District, Shanghai, and the participants consists of 8 male students in grade eight. The study can be divided into three phases:firstly, prepare for the intervention by analyzing the participants’ inner behaviors’motivations, relationships with the class and then propose their developmental potentials. All the analysis were based on interviews, observations and projective tests. Secondly, combined the analysis above, we designed a series of music activities as an intervention courses according to the process of the students’development. And during this period we keep doing follow-up interviews and process analysis. Thirdly, we reviewed the process of intervention and then generlized the intervention mechanism. And then we returned the school for a study visit in the next term, to confirm the duration of their transformation and mainly analyzed the selective typical cases.The main idea of the study is to investigate the informations about the students’main life events, cultural materials and self-positions, and combine these to the daily observed data for revealing the personal meaning-making system of this kind of special students. Based on this, we tried to build the scaffold or platform to let the participants re-position themselve by constructing the community. And during this period, the students would re-build their inner system of meaning making themselves.The results shows us:firstly, there are three stages in the construction or this special community:first to build a rules consensus group, then to deepen or bond the shared feelings of relations, and finally practicing and examining the open, systematic group. Secondly during the group construction, to unite the competition and cooperation properly is an important strategy. As for the individuals’development, it is a dynamic cultural system which constructed by their main life themes:peer groups, families and schools. This personal cultural system would affect their self-positions and meaning making system which they used to interpret the world. Besides, in my group intervention, music can be a conflict-free signal, a tool for bonding the relationships between individuals and also can project participants’ inner feelings.The group intervention implemented in my study provides a new perspective of theoretic thinking and operable skills for daily education practice and group psychological intervention in reformatory schools. And we also provides psychological evidences to support the curriculum reform projects which aim to improve the integration and pertinence of their teaching contents.