Teacher´s perception about the effects of music in the students behaviour

Abstract

The present research aimed at verifying if music provokes changes in internalizing and externalizing behaviors in classroom contexts. Seventeen interventions were applied with two groups of students – an experimental one and the control group – at the second grade in a public school in the region of Alto Vale do Itajaí (SC). In the experimental group, children had contact with the lyrics and the melody during the activities and the classroom exercises, while in the control group they only had contact with the lyrics. CBCL (teacher`s version) was the instrument carried out by the regular teacher, before and after the interventions. The final results did not validate the H1 of the research, which asserted the existing difference among children with internalizing and externalizing behaviour, when they have music as a mediator inside classroom. However, although the levels are not considered significant, the scores of all domains investigated in research increased, except for fields related to somatic and social problems. Several different hypotheses were searched in the field of literature in order to justify the unreached objectives, such as: frequency of the interventions, research time, rhythm and music tempo, etc.