Case study

Creech, Andrea; González-Moreno, Patricia A.; Lorenzino, Lisa; Waitman, Grace

doi:10.1093/med/9780199688074.003.0024

Cited by 11 publications

(16 citation statements)

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“…In addition, it has been reported that early music experiences can have a beneficial impact on a wide range of developmental features embracing cognitive, emotional, physical, and social domains. Example studies include those by Bengtsson et al (2005), Chen et al (2012), Creech et al (2016), Dingle et al (2012), Eerola and Eerola (2013), Forgeard et al (2008), Fujioka et al (2006), Gaser and Schlaug (2003), Gordon et al (2015), Habib et al (2016), Halwani et al (2011), Hetland (2000), Ho et al (2003), Hyde et al (2009), Knight et al (2016), Masataka and Perlovsky (2012), Moreno and Besson (2006), Moreno et al (2009), Nutley et al (2014), Osborne et al (2016), Pantev et al (2001), Paulson et al (2013), Rickard et al (2010), Roden et al (2012), Saunders et al (2014), Schlaug et al (2005), Seinfeld et al (2013), Tierney et al (2013), Trappe (2012), Welch et al (2014), Welch et al (2015), Wetter et al (2009), and Williams et al (2015). For overviews of such impacts, see Hallam (2015), Schlaug (2015), Silvia et al (2016) and—for a more discursive narrative—see Henriksson-Macauley (2014).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

et al. 2019

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This paper reports the findings of a study that aimed to identify the music beliefs and values of educators in early childhood education and care settings in Australia. The aims of the study were 2-fold: to adapt and pilot a survey of music beliefs and values which might be implemented subsequently nationally in childcare settings; and, secondly, to identify the music beliefs and values held by early childhood and care educators concerning music in children's learning. The research questions that guided this component of the study were: What is the profile of early childhood and care educators? What beliefs and values for music engagement are held by early childhood and care educators? What shapes early childhood and care educators' music beliefs and values? Findings indicated that educators' beliefs and values on all items are above the mid-point indicating overall positive attitudes toward music despite the majority having no formal qualifications in music or a history of instrumental performance and/or singing. Given the overall positive attitudes toward music we suggest there is enormous potential within this population for further professional learning and development targeted at music and its potential wider benefits in young children's learning and lives.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

et al. 2019

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“…This was attributed in part to participants holding higher expectations of their academic achievements, although evaluations of other programmes in Chile had mixed results, with some programmes having positive results and others no impact (Evaluación de impacto programa orquestas juveniles e infantiles, 2010). Programmes in the USA have indicated increased academic attainment as an outcome of participation with more children achieving roll of honour status particularly where children participated for an extended period of time (Creech et al ., 2013).…”

Section: Introductionmentioning

confidence: 99%

The impact of instrumental music learning on attainment at age 16: a pilot study

Hallam¹,

Rogers²

2016

Brit. J. Music. Ed.

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There is increasing international evidence that playing a musical instrument has a positive impact on attainment at school but little research has been undertaken in the UK. This study addresses this drawing on data on attainment at age 11 and 16 relating to 608 students, 115 of whom played a musical instrument. The findings showed that the young people playing an instrument showed greater progress and better academic outcomes than those not playing with the greatest impact for those playing the longest. The findings are considered in relation to the possible reasons for this, and the implications for education.

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“…Apart from one research review (Creech, González-Moreno, Lorenzino, & Waitman, 2013) of only non-refereed papers, and the evaluation of the Scottish implementation (The Scottish Government, 2011), very few thorough evaluative enquiries have been presented. As the programme started to receive more media and public attention, the number of scholarly papers increased.…”

Section: Research On El Sistemamentioning

confidence: 99%

“We will fight Goliath”: Negotiation of space for musical agency in children’s music education

Kuuse

2018

Research Studies in Music Education

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Following a music philosophy debate deriving from the 1990s, this article puts the extra-musical and social outcomes of situated music educational practices at the fore. The Swedish replica of the choir and orchestra school El Sistema, a programme globally asserting social change and social impact, appeared useful for elaborating such outcomes in practice. Following this, the present study aims to empirically elaborate musical agency as an analytical concept to understand children’s experiences, while at the same time discussing musical agency in relation to a social discursive view on practice. A Swedish El Sistema children’s string orchestra was followed for three months and the material for analysis consists of audio recordings and observation notes from lessons, performances and family events, as well as documents surrounding the activities. Constructions of discipline, empowerment and space are revealed as affecting opportunities for musical agency. The study thus elaborates on discursive constraints and opportunities for agency negotiation while discussing social outcomes with and within music education.

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Case study

Cited by 11 publications

References 0 publications

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

Beliefs and Values About Music in Early Childhood Education and Care: Perspectives From Practitioners

The impact of instrumental music learning on attainment at age 16: a pilot study

“We will fight Goliath”: Negotiation of space for musical agency in children’s music education

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