Pedagogical innovation in a jazz workshop increases self-steem and lowers anxiety with depression

Abstract

This article shows empirical evidence that a pedagogical innovation in a jazz workshop increases undergraduate students´ self-esteem and lowers their anxiety depression levels. Action research and discourse analysis were used in order to detect changes before and after the intervention.
The analyses indicate there are three major findings. First: the intervention strengthened the subject´s self-acceptance, second: it lowered anxiety dysthymic disorder indexes, third: it facilitated peer rapport in such a way that it transcended the classroom environment.
It was demonstrated that a dynamics centered in the subject´s self-management is pivotal to improve their self-confidence and their life outlook.
Mainstream educational policies overstress knowledge transmission but neglect more integral approaches which not only defeats their purpose but also weakens the students’ quality of life.