“A Common Obsession”: Children’s and Young People’s Perceptions of Learning in an Intensive Summer Choral Program

Abstract

This article reports the findings of an investigation of children’s and young people’s perceptions of learning and life outcomes, environmental supports and teaching and learning strategies encountered in an intensive summer choral program. Whilst the recognition of children’s and young people’s right to voice their perspectives was enshrined in the UN Convention on the rights of the child (1989), the music education profession has taken some time to foreground children’s and young people’s voice as a research focus. Initial investigations of music “student voice” have focused largely on school environments with fewer studies addressing youth music settings. The study addressed this gap through investigating children’s and young people’s perspectives of an intensive summer multi-level choral program (participants aged 11–24 years). Data were generated through semi-structured interviews with 11 choristers during the second and final week of the program. Stage One analysis identified 8 emerging themes and 28 sub-categories describing the experience of choral engagement. This was further refined through a Stage Two analysis against the five themes of a framework for understanding the meaning and value of music participation for children and young people in these settings, comprised of: (1) love of performance; (2) unity of purpose; (3) challenge and professionalism; (4) relationships and community; and (5) individual growth and wellbeing. Participants’ love of choral performance was supported across a virtuous cycle of choral engagement developed through being part of a motived cohort of like-minded “choir nerds” sharing a love of music and unity of purpose. Their appreciation of musical challenge and professionalism was evidenced in descriptions of intensive and demanding rehearsals focused on music detail and refining singing and general music skills. Key to their participation was a sense of being a member of an inclusive community with shared values for high standards of musicianship and performance, and connection with leading conductors and accompanists. Choristers reported individual growth and wellbeing citing increased singing and general music skills, increased confidence and independence, improved motivation, persistence and leadership skills, and, improved social skills including team-work and time-management skills.

Choral Flourishing: Parent and child perspectives on the benefits of participation in an excellent youth choir

“…Few highly successful children’s choirs have been investigated by research (e.g., Barrett & Zhukov, 2022; Bartolome, 2013). Gondwana Sydney Children’s Choir has earned a reputation as the most respected and celebrated Australian vocal program for school-age singers since it was created more the 30 years ago.…”

“…Choral singing research has demonstrated positive impacts on the well-being and health of choristers (Barrett & Zhukov, 2022;Clift et al, 2016;Clift & Hancox, 2010;Fernández-Herranz et al, 2021;Lynch & Wilson, 2018;Orton & Pitts, 2019;Parker, 2014;Stewart & Lonsdale, 2016;Zhukov et al, 2021). The benefits of choral singing for adults reported in a large multinational survey included "positive affect, focused attention, deep breathing, social support, cognitive stimulation and regular commitment" (Clift & Hancox, 2010, p. 80).…”

“…Whereas time, intensity, and size of choir strengthened choral experiences, social cliques and egos intervened in the development of chorister social identity. A recent investigation of adolescent choristers' perceptions of learning at an intensive summer school program demonstrated musical and personal growth and sense of belonging and acceptance (Barrett & Zhukov, 2022). A large-scale North American survey of LGBTQ choristers reported that high school choral programs created safe spaces for students to express their gender identity (Palkki & Caldwell, 2018).…”

The Development of Soft Skills through Music in Educational Contexts: A Systematic Review

“…Leadership is another skill that is improved through music, mainly through participation in choral ensembles [39], through participation in instrumental ensembles [17,42], through musical and didactic activities at the preschool level [15,37] (or through the teaching of musical language [56]. In this regard, not only do participants in educational interventions benefit, but music teachers' leadership skills and responsibilities as managers of musical activities are also enhanced [24,35,38,58].…”

“…Authors such as Kang [50] claim that participation in musical ensembles increases wellbeing, while others argue that it is the music itself that increases participants' perceptions of well-being [12,39,44,45,49,52,54,57].…”