Davys Enrique Espindola Moreno
@orcid.org
PhD Student
University of Aveiro
Davys born in Iquique, Chile. He is a violinist, Professor in musical performance, music therapist, and Conductor of children's orchestras with extensive professional experience. Davys is a Ph.D. Student in Education of the Department of Education and Psychology, University of Aveiro, Portugal. He has a master’s in music education (Chile) and Music Therapy (Brazil) and He completed a doctoral internship in the Department of Music Informatics at the University of Milan (Italy). It has promoted the development of children's orchestras to democratize the teaching of music and intervention in music therapy attending the First and Second Cycle of Basic Education. His current area of research is the inclusion of children with motor and communication disabilities due to Cerebral Palsy in Arts Education Programmes of Music so that they can develop their potential and artistic skills using ICT.
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Social Sciences, Music, Multidisciplinary
Scopus Publications
Scholar Citations
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Scopus Publications
Davys Moreno, Júlia Azevedo, Bernardo Lima, and Nicola Davanzo
Nova Southeastern University
In Portugal, in 2018, an action-research project began to find solutions so that children with cerebral palsy (CP) could learn music in Arts Education Programmes of Music (AEPM). When conducting the characterisation of the child with CP, which gave rise to the study, and a series of literature reviews to find out what has been done in this area, we came across several works related to different Accessible Digital Musical Instruments (ADMIs) which can be employed by users with different needs. In the present case of the child under study, two of these ADMIs were chosen and used because of the opportunities they offer: Netytar and Netychords. These instruments allowed the child to access an artistic school near their residence after the respective admission test. In the Intervention Project (IP), which lasted six months, we analysed how the entry process was carried out, so we qualitatively studied the music teachers' field diary records. This situation included several interviews and conversations with the educational community involved. More specifically, the following were analysed: (i) the process of the child's entry into the artistic school; (ii) the work done by the piano teacher in the first three months of the study; (iii) the curricular adaptations proposed by the music teachers (MTs) of the ensemble and music training class so that the child could fulfil the proposed objectives; and (iv) the arrangements and musical compositions adapted so that the child could fulfil the demands of the school programme. As a result, we noticed that the peers of the child with CP adapted much better to the participation processes in favour of inclusion than the adults involved, probably because among the adults there was fear in the face of a still unknown situation, as is the case of working with a child who accesses information and music teaching unusually. We also noticed the urgent need for specific training and supervision among all involved - MTs, operational assistants (OAs), and parents/guardians (PGs). We were faced with the need for training in minor details such as accompanying the child with CP to move and use the toilet. In other words, it is necessary to prevent and prepare, empowering those involved with a series of skills so that children with special needs can fully and actively participate in this type of education.
Nicola Davanzo, Federico Avanzini, Luca A. Ludovico, Davys Moreno, António Moreira, Oksana Tymoshchuk, Júlia Azevedo, and Carlos Marques
Springer Nature Switzerland
Davys Moreno and
Ludomedia
Early Childhood Education in Portugal and Chile is considered the first stage of Basic Education in the process of lifelong education. To overcome the artistic-musical limitations of Kindergarten Educators, an Intervention Project was developed in Chile between 2011 and 2013, in 3 kindergartens of the network of the Junta Nacional de Jardines Infantiles de Chile, which included a Music Training Programme. The aim of this Training Programme was to improve the music skills of 18 educators, including learning the violin instrument through the methodology of Doctor Shinishi Suzuki. After the completion of this Training Programme, the Educators replicated the knowledge obtained with the children to learn the violin instrument. The present study aims to evaluate the results obtained in the Intervention Project. To this end, two questionnaire surveys were prepared and validated, aimed at the Kindergarten Educators and the Parents and Guardians of the children involved. From the analysis of the answers obtained, it was concluded that the Kindergarten Educators consider that they developed good collaborative work, improved the coexistence and sharing of knowledge, learned new methodologies, through significant learning, including the learning of the violin, and the incorporation of music in their activities with the children. They felt valued as people and that others believed in them as professionals. They were able to learn and replicate the knowledge acquired and felt they produced an improvement in the children's developmental areas, which was also recognised by the parents. Finally, this study is a real contribution to validate this type of projects by showing that if we enhance the skills of Early Childhood Educators in Music, they can replicate their knowledge with the children they work with. Future projects of this type may be replicated, in other contexts, namely in Portugal.
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Springer International Publishing
Davys Moreno and Ana Maia
Springer Singapore
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Springer International Publishing
Davys Moreno, António Moreira, Oksana Tymoshchuk, and Carlos Marques
Ludomedia