Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools

We sought to understand the potential for positive non-musical outcomes for economically and socially disadvantaged primary school students who are involved in instrumental music learning programs. Two schools with students experiencing generational poverty, current or first-generation immigrant or...

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Veröffentlicht in:Music education research 2016-04, Vol.18 (2), p.156-175
Hauptverfasser: Osborne, Margaret S., McPherson, Gary E., Faulkner, Robert, Davidson, Jane W., Barrett, Margaret S.
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Sprache:eng
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Zusammenfassung:We sought to understand the potential for positive non-musical outcomes for economically and socially disadvantaged primary school students who are involved in instrumental music learning programs. Two schools with students experiencing generational poverty, current or first-generation immigrant or refugee status who were running El-Sistema inspired music programs participated in the study. Ninety-two students in Years 3-6 completed audio-visual assessments of non-verbal reasoning, verbal and mathematical ability, and psychosocial well-being. Comparisons by school and program participation over a period of 12 months, indicate improved non-verbal (visuo-spatial) reasoning, verbal and mathematical skills, and psychosocial well-being for students at School 1. Findings indicate some evidence of positive outcomes for low socio-economic status and socially disadvantaged children who participate in El Sistema-inspired extra-curricular music programs. Given the substantial number of students involved in such programs worldwide, these findings suggest outcomes for disadvantaged students may be improved through music learning opportunities.
ISSN:1461-3808
1469-9893
DOI:10.1080/14613808.2015.1056130