using ict and electronic music to reduce school drop in europe

8/7/2019 Using ICT and electronic music to reduce school drop in Europe

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Using ICT and electronic music to reduce school dropout in Europe

Franco AlvaroE-MotionProjectCoordinatorSummary

InEurope,toomanyyoungpeopleleaveschoolprematurelywithoutthosebasicskillsthatanactiveinvolvementin theknowledgesocietyrequiresandthatarenecessarytoshiftintothelabormarket.ThecoreaimoftheEUfundedE-Motionprojectistoreducetheschooldropoutratewithaparticularemphasisonyoungpeoplewhoareatriskofsocialexclusion(migrants,

ethnicminorities,poorsocio-economicbackgrounds).Theapproachchosentoachievethisobjectiveis touseinnovative techniquestomodifytheway in which learning is delivered to this group, particularly through the use of electronicmusic, making the school curriculum appear more relevant to those students who havedropped out orat risk ofdoing so. If we change the way knowledge and competence aretransferredwithaninnovativeuseofICT,thiswillsurelycausesomeinterestinchildrenwithdifficultiestolearn.TheuseofICTinE-Motionisnotanendinitself,butatooltotransformlearningandteachingprocessesusingnovelwaysalongsidemoretraditionalmethods.Theprojectaimstoapplyanexperimental approach using ICT, particularly electronic music and informatics. An

understanding of sound technologies contributes towards understanding important physicsconcepts such as acoustics andwave technologies, and thecreation processof electronicmusic also requires elements ofmathematics, physicsand informatics.With this innovativeapproach the project intends to improve young peoples level of competence in corecurriculumsubjectssuchasmathsandforeignlanguages.The Lisbon Strategy identified the need to tackle the number of young people who leaveschool and attempt to enter the labor market with few or no qualifications. Many of theseteenagers end up becoming part of the NEETGroup (Not in Education, Employment orTraining).Thestrategysetspecifictargetstoensurethatyoungpeoplearesuitablyqualifiedtoenableasmoothtransitionfromeducationtoemployment,targetswhichmanyMemberStatesarecurrentlyfailingtomeet.

Keywords: E-Motion, youth, drop out, dropout, risk groups, ICT in education, didacticmethodology,LisbonStrategy,computermusic

School drop out, a complex phenomenonThe project aims to create an innovative learning approach based on informal education andthe use of ICTs in music to encourage young to re-engage in learning. The pedagogic

pathway proposed combining creativity, fun and key-competences learning, particularlymathematics, sciences and ICT offers the young at risk of exclusion or dropouts a concretechance to reconnect to learning.


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In this instance E-Music is being used as a hook by the project to engage or re-engage

disadvantaged young people in the learning process. As a result they are able to acquire keycompetences relevant to the labor market but to do so in a fun environment and via a vehiclein which they already have an interest.

This article is focused on the European Project EMOTION and on the potential of ICT and E-Music as a catalyst of social and educational innovation and change using of two focalelements that are attractive to young people: ICT, particularly the Internet to communicate and

exchange data online, and music created via computers and exchanged online in order toprovide them with the necessary competences to be active in the labor market and widersociety. The main goal of the project is to develop and to apply an experimental approachbased on the ICT use, namely of electronic music and informatics so as to enhance thelearning of key competences (mathematics, physics, etc) in groups at risk of exclusion and to

have an insight of the impacts of such an approach on final learning.

E-Motion intends to prove that the use of innovative and youth-friendly didactic instrumentshelp to reduce school drop out and improve the project target groups skills, which is, young

people (aged 15-24) at risk of exclusion (from poor socio-economic backgrounds, ethnicminorities, areas of extreme deprivation, migrants) as it is evident that both music and the useof new technologies massively contribute to reducing their disadvantage.

Through this article, the reader can reflect on various learning methodologies, discover analternative methodology to reduce learning disaffection and to help disaffected young people

learn again.

School drop out is a complex phenomenon; it can be defined as a complexity of factors thataffect the regular school life of a student. Its terminology can vary from country to country. InEurope, reduction in school drop out rate is one of the five benchmarks the Conference inLisbon set. Member States will have to achieve it in education by the end of 2010. The

indicator used to portray the phenomenon in Europe is calculated from work force surveyscarried out by Istat. The index is defined as number of young people (aged 18 24) with aschool degree at max ISCED 2 (lower secondary school) that do not take part in

educational/vocational programs in respect of 18 24 year old people (early school leavers).The 2010 goal is to reduce the rate of early school leavers to 10%.

Europe is a very diverse place and consequently the issue of early school leaving differsdramatically from region to region often even within individual Member States. In the EU as a

whole one in seven young people do not finish upper secondary education and are consideredearly school leavers. As a result of EU policies and measures implemented in the different

Member States, the number of early school leavers has reduced over recent years. However,in the majority of the European countries, appropriate measures for dealing with earlyeducation leaving are yet to be found.

The latest data on the Progress Report Progress Towards the Lisbon Objectives in Educationand Training 2008 emphasizes the necessity to increase our effort and find innovative andcommon solutions. In 2007, the average rate of early school leavers was 14,8% for EU-27, 2.8

percentage points lower than 2000. Progress is slow and at the current improvement rate thebenchmark of no more than 10% of early school leavers will not be attained by the end of2010.

The issue of school drop out is still massive in numerous Member States. In the latest ECcommunication (March 3, 2010) Europe 2020 A strategy for smart, sustainable and inclusive

growth, the Commission proposes five measurable goals of the EU for 2020 that are going tolead the progress and to be national objectives. Among these, the share of early school


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leavers should be under 10% and at least 40% of the younger generation should have atertiary degree.

In the project Emotion, with co-funding of the Program LLP KA3, 4 reference countries havebeen selected on the basis of their geographical, cultural and social features: Italy, Spain, UKand Romania.

ItalyThe data of the Ministry of Education reported that in 2006, there were 890,000 earlyschool leavers. They were 18 24 years old (equal to 20,6% of the total of this cohort), they

had a lower secondary school degree and they did not participate in any vocational oreducational courses and were not participating in any training programs. This means that thelower than 10% goal looks a distant dream at the moment. Furthermore, school drop out orabsence from school is still very high; almost half a million students in Italy drop out of schoolevery year or they fail.

Data published in May 2008 (referring to 2007) identifies slight progress (from 20.6% to19.3%). School dropout rates are particularly high in Valle dAosta, Sicily, Campania and

Puglia. Despite the slight progress in several Member States, the EU Commission stated in itsCommunication on 2007 how critical efforts are to work on competences due to high school

dropout rates in the EU Countries.

The situation in the UK is also significant. Although indicators confirm the rate of early school

leavers is 13% (Eurostat 2007) and that it decreased significantly between 2000 and 2007, thesituation is alarming. The NEETS group phenomenon is growing. According to recent data,there were 206,000 Neets, aged 16 to 18, in England (2006). Other sources estimate that 10%

of all 16 to 18 year olds in England are NEETS (Statistical First Release (SFR), 2007).

Romania has low levels of education indicators compared to EU benchmarks. This isattributable to relatively low completion of secondary education, take up of tertiary education,and very low rates of participation in life long learning. Romania has relatively high proportionsof early school leavers. In 2007, the early school leaving rate reached 19,2%. Even if this

percentage illustrates a slight decrease as compared with the previous year it still remainsamong the highest rates among EU Member States. Vulnerable groups -in particular Romaand poor communities (both rural and urban)are the people most affected by this

phenomenon.

The situation in Spain which has one of the highest percentages of early school leavers in theEU is also alarming from this point of view. In 2007 the school drop out was 31% of thepopulation, which is more than double the average of the EU (14,8%). From 2000 to 2007, the

rate actually increased from 29,1% in 2000 to 31% in 2007. There appears to be a significantdifference in the Basque Country and Navarra (14,5% and 12,6 % as compared to the national

average of 29,9% for Spain. These are the two regions which have a higher regional financing(which directly determines the quality of social services). The EU total drop out of immigrantstudents is 31%, whereas the Spanish one is 43%. Only Portugal, Italy, Greece and Maltahave a higher drop out rates for immigrant students.

Because of educational shortcomings, a quarter of all youngsters attempt to enter the labormarket without sufficient qualifications. There are too many young people leaving school or

vocational programs without the necessary competences to be part of the knowledge societyand a smooth transition into employment. They are therefore at risk of social exclusionincluding being deprived of life long learning from birth.

Causes of school drop outYet, behind such statistics and numbers there is evidence of many young people who are nolonger inspired to learn or discover. School drop out means attendance rates and European

statistics; it also means thousands of individual young people risking a tragic situation when


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thinking about their own future in that they are so frustrated or resigned, or unaware of the riskof degradation that could affect them.

The causes of this phenomenon are numerous. Various studies have been undertaken intothe causes of early school leaving and they all show that the reasons for leaving educationearly are very much specific to the individual and that there are a wide variety of determinants

and a wide range of influential factors. Four groups of explanatory factors are obvioushowever: individual, family, school and society.

The first group of explanatory factors concerns the characteristics of the students themselves.Individual characteristics are for example gender and ethnicity, and traits like motivation andcognitive skills. The second group is related to the family. These family characteristics, forexample cultural and social capital or family composition, are very important in explainingearly school leaving. The third group concerns school characteristics, for example, the

proportion of minority groups in the school, the level of urbanisation, the number of students ina classroom and the homogeneity of the school. The last and fourth explanatory factor is

society, for example the economical situation of a country or region. General studiesconcluded that some factors have an influence on the probability of leaving school early and

that a combination of factors mutually reinforce each other.

At-risk young people have often had negative experiences with school itself. The attitudes and

behavior of socially disadvantaged young people are often marked by a strong resistance toinnovations and a lack of openness and flexibility. With this attitude, they tend to protectthemselves from any unknown, and therefore threatening, experiences. The reasons could be

a lack of control, a lack of manageability or of self-esteem, formed by negative socialexperiences. These factors also reduce the motivation to learn the methods and contents of a

teaching process. Disaffection from learning and lack of interest in learning topics andteaching systems are some of the main causes of school dropout.

In accordance with the joint interim report of the Council and of the Commission on progress

under the education & training 2010 work program, the Council has repeatedly emphasizedthe crucial role of education and training systems. They are an integral part of the socialdimension of Europe because they transmit values of solidarity, equal opportunities and social

participation, while also producing positive effects on health, crime, the environment,democratization and general quality of life. All citizens need to acquire and continually updatetheir knowledge, skills and competences through lifelong learning, and the specific needs ofthose at risk of social exclusion need to be taken into account.

In a world that is increasingly more complex, school programs have to be updated and toadjust to the needs of the modern society. As in the EC service working paper SCHOOLS

FOR THE 21ST CENTURY, in this evolving world creativity, the ability to think laterally,transversal skills and adaptability tend to be valued more than specific bodies of knowledge.How can schools be organized in such a way as to provide all students with the full range ofkey competences? How can schools equip young people with the competences andmotivation to make learning a lifelong activity?

ICT - New potential for equity of learning opportunitiesTechnology is closely connected with creative capability, which is a feature of human beings.ICTs may well represent in diverse levels transformation and progress milestones. There areseveral surveys on teaching methodologies and the use of ICT, also on school drop out. Yet,an experimental approach is still missing that emphasizes the positive impact of ICT andelectronic music on the improvement of basic competences and on school drop out reduction

in at-risk groups.


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Some analyses also represent the basis for the projects development. For example, the PISAstudy shows a positive connection between the duration of ICT use and the students

performance in mathematics, in the OCSE Countries (OECD 2004).

The English survey The Impact of Information and Communication Technologies on PupilLearning and Attainment outlines the positive impact of ICT on learning in primary school, in

particular in English and sciences Harrison 2003. The Impact2 study (Harrison et al, 2003)was a large scale and detailed assessment of the impact of the use of ICT on learning acrossthe curriculum.

It studied the time students spent using technology to support subject learning and foundstatistically significant relationships between students using technology in a variety of ways tosupport learning and student-level value-add scores. That is, achievement beyond whatwould be expected given prior results and social circumstances, thus effectively controlling

other factors which impact on attainment.

In all subjects and stages there was a positive relationship between use of technology tosupport learning and value-add scores. Significant positive impact was found in:

KS2 English, where the average gain from ICT use was 0.16 of a national curriculumlevel (equivalent to a terms additional progress)

KS3 Science, where the average gain from ICT use was 0.21 of a national curriculumlevel (also equivalent to a terms additional progress)

GCSE Science, where the average gain from ICT use is 0.56 of a grade (52,484

students moving from grade D to C)

GCSE D&T the average gain from ICT use is 0.41 of a grade (10,020 students movingfrom grade D to C).

Interestingly, the study found that schools use of technology across the curriculum in a varietyof ways was a key factor in learning gains. That is, impact was not solely achieved from using

technology in individual subjects. Use across the curriculum was important in both developinglearner skills in using technology, to support learning and in promoting an orientation towardsindependent learning with technology. Some uses of technology, including the use of theinternet to support revision at GCSE level, were particularly strongly linked with improvedperformance.

School-level e-maturity and school improvementDrawing from a nationally representative sample of schools in England, Butt and Cebulla(2006) analyzed the relationship between school outcomes and indicators of e-maturity,

taking into account known factors in school performance. E-maturity is the extent ofprovision, management and use of technology to support learning across the curriculum.

The relationship between technology provision and outcomes is not a simple one. However,the study found that secondary schools exhibiting strong development in e-maturity over the

previous four years demonstrated a statistically significant decrease in absence ratescompared to other schools. They displayed statistically significant improvements in KS3

average points scores and GCSE point scores and the percentage of A* C grades at GCSE,as well as better KS3-KS4 value added scores.

The researchers concluded that the results suggest there is a link between performance ande-maturity, albeit that it may not be a simple one. Mediating and contextual factors such as

school ethos and general leadership approach are also likely to be important. This analysisdoes, however, indicate that e-maturity is an important part of the mix in school improvement

strategies.


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More recent research which looks at the role of technology within strategies for school

improvement backs this up. A recent study found that, for 181 sampled schools which hadbeen removed from Special Measures and Notice to Improve, 82 per cent reported thattechnology had played a key role in this improvement.

Strategies for using technology in these schools included greater use of information systemsfor monitoring and analyzing learner achievement and progress; IT systems for managing andmonitoring attendance and behavior (lesson registration, parental alerting); greater use of

technology to engage under-achieving pupils, especially creative and applied learning usingtechnology; and supporting the ability for learners to express themselves through online pollsand forums (Hollingworth et al., 2008).

Home use of technology to support learningValentine et al (2005) conducted a survey of the use of technology at home by secondaryschool aged students. They used a multiple linear regression to assess the influence on Key

Stage 3 and GCSE outcomes of ICT-related behaviors, including in the model other indicators

of social capital and attitude to school. Relative performance was obtained by comparing eachstudents actual achievement with predicted achievement, derived from baseline scores.

The researchers found a statistically significant positive association between pupils home use

of ICT for educational purposes and improved attainment in national tests for:

Maths KS 2 (PIPS added value 6.00)

Maths KS 3 (YELLIS added value 0.30)

Maths GCSE (YELLIS added value 0.38)

English GCSE (YELLIS added value 0.29).

The study found that use of ICT to support learning at home delivered a range of benefitsincluding motivational and self-confidence effects, particularly for under-achieving learners.Importantly, the study demonstrated the role of the school in guiding and building learning-oriented behaviors with technology.

Students from schools where the use of technology was more common were more likely to

use technology to support learning. Given that the study also demonstrated some negativerelationships between using technology at home for leisure purposes and GCSE attainment,building learning-oriented behaviors with technology in school is likely to be critical important

in enabling learners to achieve educational success.

ICTs, Music and Scientif ic SubjectsSeminal musical experiences with electronic equipment date back to the 1950s with

electroacoustic composers (L. Berio, K. Stockhausen, B. Maderna, H. Pousseur, S. Reich , E.Varse to name but a few). Their activity started with national radio stations, these being theonly bodies with capital to invest on expensive electronic equipment and the necessary

instruments.

Since then, a lot has been done and in the last 15 years, thanks to rapid technologicaldevelopment (particularly in miniturisation) computers and software have acquired power andfeatures that can be applied to music. Also, tools are increasingly easier to use.

Nowadays, composers, conservatory students and professional musicians use computersbecause of the development of new composition and music recording softwares. Because its


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use is very simple, clever amateurs can also have results that are similar to those ofprofessionals in the sector.

Since ancient times, man has been keen on the relation between sounds and the link tosciences, in particular those referring to mathematics and physics starting with Pitagorasstudies (which related to the height of the diatonic scale sounds which Western music

applies), up to the last century with dodecaphonic music and later in non-commercialelectronic music.

New sounds currently exist that originate from technologies and computers thanks to amathematical methodology called treatment of the signal; this has no relation to the use oftraditional real instruments.

The latest music also has inspirations from mathematics: algorithm of fractal geometry.

Fractals are geometric shapes that eternally repeat the same element on an increasinglyreducing scale. Generally, they are represented visually but because they are mathematic

functions, it is possible to combine a sound representation with all possible pertainingimplications.

The key point of the project is to modify the way in which we deliver learning. Culturalenrichment through interesting young people in topics such as music and art, use oftechnologies, social competencies, problem-solving skills in computer science, autonomy andsense of purpose may help childhood and adolescence to achieve an improved engagementin school and a sense of educational accomplishment. Music Technology and music educationfoster a number of non-musical factors important for success in school and life.

Three areas are important here:

1. Developmental goals such as self-esteem, self-discipline, and individual creativity;2. The development of important academic and personal skills; and3. The contribution of music to other areas of study.

A simulation of a wave on a string. It is possible to

modify the string tension, frequency amplitude but alsodamping.


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Such skills are both implicit and explicit in music instruction. The inherent mathematicalunderpinning of music, for example, powerfully reinforces the analytical dimension of higher

cognitive skills.

Abstract concepts such as counting, fractions, and ratios acquire concrete and tangiblemeaning when applied in a musical context, and the relationships between symbol and

context are much more readily made. Music requires the integration of hand-eye co-ordination, rhythm, tonality, symbol recognition and interpretation, attention span, and otherfactors that represent synthetic aspects of human intelligence.

On a didactic prospective, the relationship between music and mathematics is in the rhythmicdivision of the musical meter. This is indicated with a mathematical fraction and also in thesound distribution over different heights, in the different temporal instants and voices ofsingers. The use of the modern music composition and recording software and audio signal

treatment equipment implies the introduction and therefore the study (at different levels) ofbasic and advanced mathematical and physics concepts. These are necessary for a correct

use of the software (fractions, Beat Per Minute, frequences and sampling resolutions, binaryand esa decimal mathematics).

Galileo used to say that from ordinary things, we can acquire very curious news, which is sooften far away from any fantasy. Notions of musical acoustics explain notions of basic physics

in a simple and pleasant way. For instance, the nature of the sound waves enables us toexplain how sounds move through materials and the relationship between energy and waves.

With the nature of a sound wave, we can explain to the students how sounds are producedthrough vibrations, and impart knowledge in the pressure physics field. Introducing the

intensity and the Decibel Scale, we can explain to the students what an inverse squarerelationship is and we can relate Decibel Scale on real common sound. Some examples ofmathematics and physics concepts described through music and sound augmentation areprovided on our website.

ICT Innovation in didatics and in the way to approach youngpeopleSchool drop out is a complex reality requiring multiple solutions. A change and innovation in

the didactic methodology is indeed the key to reduce premature school drop out, particularly ofyoung people at risk of exclusion.

The key point is to modify the way to deliver learning. ACSI (Associazione Italiana Cultura,Sport e Tempo libero) was the lead partner of the previous European Project Espair

(www.schooldropout.org), in partnership with Italy, Spain, Ireland and France, with EU co-

funding Program Socrates (DG Education and Culture); the project was completed inDecember 2006. ACSI is a national association promoting social issues through activities inthe cultural and leisure field. Its main objective is to increase, coordinate and promote cultural,leisure and sport activities in order to enhance the cultural development of citizens, particularlyyoung people, through improving the way that we use our free time.

The project ESPAIR focused on the issue of early school leaving through an alternativeeducational module, which used sport as a hook. Achievements and conclusions of the project

ESPAIR outlined the positive implication of non formal and informal education andparticularly of innovative literacy based on leisure, recreational and sport activities, learningcapability and reduction in school dropout rates. Excellent results emerged from theimplementation of the project in Kerry County Ireland: the project involved a class of 13 15-

yearold teens at risk of exclusion.


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innovative didactic systems young people are particularly keen on may reduce school dropout, improve the competences of students and their involvement in social life.

Music and informatics are a mere tool to achieve a precise objective. They are the waythrough which subjects students are traditionally disaffected from may still hold some interestfor them (maths, physics, history and more).

The project E-Motion aims at the involvement of teenagers that have left schoolprematurely (or even better to prevent such a phenomenon occurring) through the

experimental inclusion of the latest musical technologies in school teaching programs.The goal is to enhance their competences, not only in the music files but also toencourage their interest in the connected subjects: physics, maths, informatics etc. andto encourage them to attend school regularly.

The Project E-Motion kicked off in January 2009; it will last 2 years and be structured into 3phases:

1 - Development of the methodology of new teaching models. The methodology is

coordinated by the ICCMR Interdisciplinary Centre for Computer Music Research, Universityof Plymouth. ICCMR, directed by Prof. Eduardo Miranda who is a pioneer in digital musicresearch (e.g. ICCMR is developing Brain-Computer Music Interface (BCMI) technology aimed

at special needs and Music Therapy particularly for people with severe physical disability butwith capacity for brain function for further information visit the website:http://cmr.soc.plymouth.ac.uk/research.htm ).

2 - Implementation of pilot projects in sample schools in the Countries involved

To test the validity of this experimental pathway, the Liverpool Chamber of Commerce,Tehne and Acsi will implement the model in schools of 3 Countries (Liverpool - UK, Romaniaand Italy). The three pilot projects should give rise to some modernization in the dydacticsystems and prove the importance of investment in technologies and particularly on training

teachers in them.

3 - Analysis of data: monitoring, assessment of the pilot experiences coordinated by

Barcelona Media (ES).

Expected results:

Assess the positive impact of ICT as a basic education and training tool, particularly foryoung people at risk of exclusion. Exploit the potential of a new didactic approach basedon ICT to reduce the Drop-out rate in Europe in the long term and to reduce the low skilllevel.

Sensitize and draw attention to the positive influence of ICT on the learning process,particularly the improvement of scientific and mathematical literacy competences.

Technology and E-Music, our challengeThe challenge for the future is to promote a learning culture that keeps pace with change andequips people with the relevant knowledge, skills, ideas and values that they need to become

lifelong learners. The project aims at a complex sector: education and pedagogy.

The E-Motion Project has the ambition to combine analysis and experimentation todemonstrate and better understand how and in what circumstances the innovative use of ICTcan improve learning and basic competences. How does ICT influence the learning ability of

pupils at risk of social exclusion? A new pedagogic approach might provide data useful forfurther thinking in view of the objectives that the EU wishes to reach by the end of 2010.


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Our objective is to exploit the potential of ICT as a lever for innovation and change for youngat-risk of exclusion through a combination of music and ICTs, two elements that young people

are extremely interested in.

This unusual use of ICTs is an extraordinary element which plays a fundamental role incombating exclusion. The new phenomenon of social networks and the creation of a social

network of digital music the students involve in the project will design are essential in theback-to-learning and back-to-social involvement process. Sound techniques contribute tounderstand important concepts of physics, e.g. acoustics. Making electronic music requires

elements of mathematics, physics and informatics. Creativity in learning is about fosteringflexibility, openness for the new, the ability to adapt or to see new ways of doings things andthe courage to face the unexpected.

The use of modern technologies applied to music implies the introduction of concepts of

informatics and electroacoustics into the didactic pathway E-MoTion. As far as informatics isconcerned, the link is already there (the use of a computer implies the study of it, of its use

possibilities, the study of the network and internet).

As far as electroacoustics is concerned, two subjects of physics emerge: acoustics andelectricity. In order to use at the best the modern technologies applied to music, it is necessaryto master concepts such as decibel, sound wave propagation, electric current, frequency

modulation synthesis, hertz, watt, etc. When studying both subjects, we necessarily study (atdifferent levels) further subjects connected to classical physics. Examples of this are theconcepts of speed, acceleration and reflection of sound wave transmission.

Concepts of history, sociology, civil education and languages will be in the didactic module E-

MoTion. Music will be an extraordinary tool for this, as multicultural elements are a feature ofmusic (it is also the only language everyone can comprehend). As they deserve, diversemusical expressions from any corner of the world will be equally worthy: we will reflect on thesocial, religious and storical environment where such music has originated. This ensures the

maximum interest and involvement of students of the project, regardless their origins. Theywill be encouraged to understand the social, cultural or religion grounds of other ethnicgroups.

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AuthorFranco [email protected] Project CoordinatorE-Motion projectwww.emotionproject.euCopyrights

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using ict and electronic music to reduce school drop in europe

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