scholarly journals Understanding the impact of an after‐school music program with engaged underserved youth

2019 ◽  
Vol 47 (6) ◽  
pp. 1364-1379
Author(s):  
Joshua M. Sheltzer ◽  
Andrés J. Consoli
Keyword(s):  
After School ◽  
Underserved Youth ◽  
Music Program ◽  
School Music ◽  
The Impact

String Music Educators’ Perceptions of the Impact of New String Programs on Student Outcomes, School Music Programs, and Communities

2014 ◽  
Vol 62 (2) ◽  
pp. 175-187 ◽  
Author(s):  
Robert Gillespie ◽  
Joshua A. Russell ◽  
Donald L. Hamann
Keyword(s):  
Student Outcomes ◽  
Music Educators ◽  
Music Programs ◽  
Music Business ◽  
Regular School ◽  
Music Program ◽  
School Music ◽  
School Day ◽  
String Programs ◽  
The Impact

The purpose of this study was to examine the impact of newly initiated string programs on teachers, schools, districts, communities, and existing music program administration and students. Research questions pertained to (a) locations, student access, and instructional offerings; (b) educators; and (c) perceived impact on student outcomes. Data from 64 participants were analyzed. Results indicated that new string programs were largely developed at the middle and high school levels, located in suburban (59%), urban (23%), and rural (18%) areas, with instruction held during the regular school day. The majority (86%) of teachers were credentialed string specialists. While participants cited some frustrations, such as scheduling difficulties and lack of performance facilities, they identified several benefits from the new programs, including increased student participation in all music programs, more student collaborative opportunities, increased community and local music business support, and the more comprehensive nature of the music curriculum.

Effects of a University–School Partnered After-School Music Program on Developmental Health, Social, and Educational Outcomes

2020 ◽  
Vol 11 (3) ◽  
pp. 443-462
Author(s):  
Anthony M. Provenzano ◽  
Michael S. Spencer ◽  
Michael Hopkins ◽  
John Ellis ◽  
Catherine H. Reischl ◽  
...  
Keyword(s):  
Educational Outcomes ◽  
After School ◽  
Music Program ◽  
School Music ◽  
Developmental Health

scholarly journals Educating Global Citizenship in a Changing World via After-school Music Program in Korea

2021 ◽  
Vol 6 (4) ◽  
pp. em0109
Author(s):  
Yoonil Auh ◽  
Mihee Im ◽  
Chanmi Kim ◽  
Sang-eun Hwang
Keyword(s):  
Global Citizenship ◽  
After School ◽  
Music Program ◽  
School Music ◽  
Changing World

The impact of a music education program on meta-musical awareness, logical-mathematical, and notational skills in preschoolers

2021 ◽  
pp. 025576142110272
Author(s):  
Oriana Incognito ◽  
Laura Scaccioni ◽  
Giuliana Pinto
Keyword(s):  
Music Education ◽  
Education Program ◽  
Cognitive Abilities ◽  
Musical Training ◽  
Control Group ◽  
Transfer Of Knowledge ◽  
General Domain ◽  
Music Program ◽  
Before And After ◽  
The Impact

A number of studies suggest a link between musical training and both specific and general cognitive abilities, but despite some positive results, there is disagreement about which abilities are improved. This study aims to investigate the effects of a music education program both on a domain-specific competence (meta-musical awareness), and on general domain competences, that is, cognitive abilities (logical-mathematical) and symbolic-linguistic abilities (notational). Twenty 4- to 6-year-old children participated in the research, divided into two groups (experimental and control) and the measures were administered at two different times, before and after a 6-month music program (for the experimental group) and after a sports training program (for the control group). Children performed meta-musical awareness tasks, logical-mathematical tasks, and emergent-alphabetization tasks. Non-parametric statistics show that a music program significantly improves the development of notational skills and meta-musical awareness while not the development of logical-mathematical skills. These results show that a musical program increases children’s meta-musical awareness, and their ability to acquire the notational ability involved in the invented writing of words and numbers. On the contrary, it does not affect the development of logical skills. The results are discussed in terms of transfer of knowledge processes and of specific versus general domain effects of a musical program.

scholarly journals Can the adoption of informal approaches to learning music in school music lessons promote musical progression?

2017 ◽  
Vol 34 (2) ◽  
pp. 127-151 ◽  
Author(s):  
Susan Hallam ◽  
Andrea Creech ◽  
Hilary McQueen
Keyword(s):  
Focus Groups ◽  
Music Teachers ◽  
Approaches To Learning ◽  
Musical Skills ◽  
Music Lessons ◽  
Stage 4 ◽  
School Music ◽  
The Impact ◽  
Three Phases

The aim of this research was to explore the impact of the adoption of the Musical Futures approach on the musical progression of students in Musical Futures’ Champion schools. The research took place over three years in three phases with 733 students and 28 music teachers completing questionnaires. Data from the interviews with 39 staff and focus groups of 325 students provided greater insights into the questionnaire responses. Overall, teachers reported that Musical Futures had enhanced the musical progression of their students and increased take up at Key Stage 4. In some cases this had led to changes in the qualifications on offer with an emphasis on those which were vocational rather than academic. This created some tensions in catering for the needs of different groups of students who had a range of different musical skills.

Learning with ALEKS: The Impact of Students’ Attendance in a Mathematics After-School Program

2011 ◽  
pp. 435-437 ◽  
Author(s):  
Scotty D. Craig ◽  
Celia Anderson ◽  
Anna Bargagloitti ◽  
Arthur C. Graesser ◽  
Theresa Okwumabua ◽  
...  
Keyword(s):  
After School ◽  
School Program ◽  
After School Program ◽  
The Impact
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