The Effects of a Movement-based After-school Music Program on Music Underachievers' Musical Achievement, Social Development and Self-esteem PDF Download
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Author: Gwan Ki Yun
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 146
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Book Description
The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
Author: Gwan Ki Yun
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 146
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Book Description
The purpose of this study was to examine the effects of an after-school music program on music underachievers' musical achievement, social development and self-esteem. A true-experimental pretest-posttest design was used and included 14 hours of treatment time. The subjects (N = 66), fifth-grade students were randomly selected from the lowest quartile of scores on Colwell's Music Achievement Test (MAT), which was administered to all fifth-grade students (N = 494) in three Korean elementary schools. The treatment group (n =33) experienced a movement-based after-school music program (MAMP); the control group (n = 33) did not receive the after-school music program. Measurements included sections of Colwell's Music Achievement Test (MAT), Kim's Social Development Scale (SDS), and Hare's Self-Esteem Scale (HSS). The researcher and music teachers of each school administered all measurements. Fourteen treatment lessons occurred over fourteen weeks. One-way analyses of covariance tests were used to test for post-test differences between groups. A significant difference was found in music achievement total scores of the MAT with the treatment group scoring higher scores than the control group. There were no significant differences for interval and meter discrimination tests of MAT. There were no significant differences between treatment and control groups in the post-test scores of the Social Development Scale (SDS) and the Self-Esteem Scale (HSS). However, for both tests, mean scores increased for the treatment group and decreased for the control group. Results from this study suggest that a movement-based after-school music program promotes music underachievers' musical growth and may also support music underachievers' social development and self-esteem.
Author: Suzanne L. Burton
Publisher: Rowman & Littlefield
ISBN: 1475822707
Category : Music
Languages : en
Pages : 313
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Book Description
Whether you are a pre-service, newly-hired, or veteran elementary general music teacher, Engaging Musical Practices: A Sourcebook on Elementary General Music offers a fresh perspective on topics that cut across all interactions with K-5th grade music learners. Chapter authors share their expertise and provide strategies, ideas, and resources to immediately apply their topics; guiding focus on inclusive, social, active, and musically-engaging elementary general music practices.
Author: Alexandra Andreassen
Publisher:
ISBN:
Category :
Languages : en
Pages : 67
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Book Description
A variety of recent research has shown that the academic achievement gap has been growing between low- and middle-income students. Socioeconomic status has proven to have a large influence on academic attainment as well as the educational opportunities that a child is offered. This paper argues that, because poverty significantly affects children during the after-school and summer hours, extracurricular activities are an important way of closing the rich-poor achievement gap. Moreover, I hope to show that music programs have specific benefits for low-income children. First, I summarize the existing literature surrounding the socioeconomic achievement gap, extracurricular programs, and music education. Then, I review the results of my study of the academic and non-cognitive attainments of urban low-income students who participate in two extracurricular music programs in Philadelphia, Pennsylvania, and Trenton, New Jersey. In a time of decreased funding for extracurricular programs and the arts, this research has implications for educational policy and practice. The following are appended: (1) Data Tables; and (2) References. (Contains 7 tables.).
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 516
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Book Description
Author: Sharon L. Koster
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 103
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Book Description
Author: Elizabeth Gould
Publisher: Canadian Music Educators' Association
ISBN: 0981203809
Category : Education
Languages : en
Pages : 389
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Book Description
The twenty-seven contributors to this book are professors, teachers, and students representing all parts of Canada, as well as the USA, Brazil, Norway, Finland, and South Africa. They wrestle with the meaning and practice of social justice in and through music education.
Author: Amber L. Gustafson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Music education may hold the key to improving the self-efficacy of students classified as socioeconomically disadvantaged. Increasing self-efficacy for these students also potentially improves their chances of academic success. This study investigated the ways in which an El Sistema-inspired after-school orchestra program impacts socioeconomically disadvantaged students' self-efficacy as well as the correlations that exist between students' participation in the music program and their self-esteem, perseverance, motivation, and outlook on their personal future. Participants included fourth and fifth grade students enrolled in an orchestra program at a public elementary school in Southern California as well as their parents, teachers, and the school administration. The study was carried out through a mixed-methods approach, which consisted of student surveys, observations, and interviews with parents and school staff. Results revealed participation in the music program provided students with access to several sources of self-efficacy and produced strong correlations to measures of self-esteem and perseverance. Relationships between participation in the after-school orchestra and levels of motivation and outlook on personal future were also indicated but to a lesser degree. This study provides evidence music programs are valuable and can provide the right type of environment to reach children who are at-risk and give them the opportunities they need to succeed.
Author: Kimberly Ann Root Wilson
Publisher:
ISBN:
Category : Music
Languages : en
Pages : 150
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Book Description
The present study investigated the relationship between early adolescents' participation in middle school music programming and behavioral and emotional functioning. Specifically, the association between students' music involvement and the practice of certain healthy behaviors (diet, exercise, seatbelt use, helmet use, and sleep), adaptive skills (interpersonal relations, relationship with parents, self-esteem, and self-reliance) as well as levels of self-efficacy was examined. Based upon previous research demonstrating positive effects of participation in extracurricular activities on the above mentioned constructs, it was hypothesized that similar findings would emerge for those students involved in school-based music programs. The development of health behaviors, adaptive behaviors, and high levels of self-efficacy are thought to be important in preventing and intervening with many of the obstacles youth face educationally, behaviorally, and emotionally. Participants included 207 fifth through eighth grade students from two school districts in Western Massachusetts. Specifically, members of the school music program (band, choir) and a group of their peers who did not participate in the school music program were assessed. All participants completed a demographic questionnaire as well as the following battery of instruments: the Health-enhancing Behaviors Index, the Behavior Assessment System for Children, Second Edition, and the Self-efficacy Scale. Results suggested that students involved in music programming significantly differed in relation to their health behaviors, with music students reporting higher levels of health-enhancing behaviors than non-music students for one school. Groups did not differ in regards to their self-reported levels of adaptive behaviors or self-efficacy. Further, gender, as well as length and breadth of music participation did not appear to contribute to the significant differences in health-enhancing behavior scores. Limitations to the current study and recommendations for future research are discussed as they pertain to music education and adolescent wellness.
Author: Prof Susan Hallam Mbe
Publisher: International Music Education Research Centre (Imerc) Press
ISBN: 9781905351312
Category :
Languages : en
Pages : 172
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Book Description
There is accruing evidence which indicates that actively making music can contribute to the enhancement of a range of non-musical skills and lead to other beneficial outcomes. Research continues to explore the circumstances under which these benefits may occur. A recent review of the evidence from neuroscience suggests that early engagement may be important (before the age of seven), the length of musical engagement and commitment to it, the type of training, and the instrument learned. The quality of teaching is also crucial as to whether any benefits are realised. When teaching is poor there may be no benefits and negative outcomes. The common characteristics of musical programmes which are beneficial are emerging. They need to be highly interactive and enjoyable with opportunities for: developing new skills and performing; acquiring cultural capital; developing interpersonal bonds and solidarity in pursuing shared goals; on-going intensity and frequency of contact; developing mutual respect; and recognition and rewards for excellence. Receiving positive affirmation from others relating to musical activities, particularly performance is crucial in enhancing self-beliefs whatever the age of the participants. If performances are in high status cultural venues the impact is enhanced. The research undertaken to date suggests that: active engagement with making music should start early for the greatest benefits to be realised; engagement needs to be sustained over a long period of time to maximise the benefits; the activities need to include group work; opportunities need to be available for performance; the quality of teaching needs to be high; the curriculum needs to be broadly based including activities related to pitch and rhythm, singing, instrumental work, composition and improvisation, and the reading of notation; to have a positive impact on disaffected and at-risk young people, the musical activities need to be in a genre with which they can relate.
Author: Laura M. Raffensperger
Publisher:
ISBN:
Category :
Languages : en
Pages :
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