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

M.S. Osborne, G.E. Mcpherson, Robert Faulkner, J.W. Davidson, M.S. Barrett

Research output: Contribution to journalArticle

10 Citations (Scopus)
9 Downloads (Pure)

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 audiovisual
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 socioeconomic
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.
Original languageEnglish
Pages (from-to)156-175
JournalMusic Education Research
Volume18
Issue number2
Early online date1 Sep 2015
DOIs
Publication statusPublished - Jun 2016

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