Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools. (2nd April 2016)

• Record Type: Journal Article
• Authors: Osborne, Margaret S.; McPherson, Gary E.; Faulkner, Robert; Davidson, Jane W.; Barrett, Margaret S.
• Is Part Of: Music education research. Volume 18:Number 2(2016)
• Page Start: 156
• Page End: 175
• Publication Date: 2016-04-02
• Subjects: music education -- cognitive ability -- psychosocial well-being -- primary school students -- socio-economic status -- non-musical outcomes; Music -- Instruction and study -- Periodicals; Music -- Instruction and study -- Research -- Periodicals; Musique -- Étude et enseignement -- Périodiques; Musique -- Étude et enseignement -- Recherche -- Périodiques; 780.72
• DOI: 10.1080/14613808.2015.1056130
• Languages: English
• ISSNs: 1461-3808

Abstract

Abstract : 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.