Evaluating Attention, Socioemotional Factors and Anxiety in Secondary School Students in Murcia (Spain) Using the BAPNE® Method. Research Protocol

Abstract

This article aims to set out the research protocol being used at IES Diego Tortosa, a secondary school in Cieza in the region of Murcia (Spain), in a project looking at attention and socioemotional factors. The project will be completed in early 2017. For this research project, a range of tests approved in Spain are being used. These include: self-concept tests (AF-5), social skills tests (EHS), psychometric testing (SOCIOMET), the STAI anxiety test, and the D2 test to assess sustained attention. The aim is to demonstrate the benefits of the BAPNE® Method as a teaching and therapeutic resource in the secondary classroom. Body percussion is an excellent resource for secondary education if the BAPNE® Method is used, because this method stimulates the different types of attention (Sohlberg & Mateer, 1987,1989). The methodology used makes students work in groups in a cooperative manner, without hierarchies, which leads to an improvement in their behaviour and motivation. This form of working can also have positive effects on their achievement in other subjects, leading them to meet objectives and to achieve more. We aim to demonstrate a different form of education in which the student is the protagonist of their own development. BAPNE® helps to build a form of egalitarian education that improves the classroom atmosphere. We think a change in education is required in order to meet the needs of the young people of 21st century. As such, we will use the activities of the BAPNE® Method in the music classroom for specific reasons, sequencing them precisely.