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

Kuuse, Anna-Karin

doi:10.1177/1321103x18771796

Cited by 25 publications

(15 citation statements)

References 36 publications

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“…Kuuse (2018) sought to understand children’s experiences of a Sistema programme in Sweden through the lens of musical agency. Using a reflective ethnographic case study design, Kuuse spent three months with the small string orchestra of three teachers and 10 students aged seven to nine years, collecting data which included observations and audio recordings of rehearsals, lessons and events along with programme documents.…”

Section: Resultsmentioning

confidence: 99%

“…Boia and Boal‐Palheiros (2017) reported juxtaposed approaches within the same rehearsal: a lengthy, authoritarian and highly disciplined technical drilling of eight scales with minimal learner agency which met with student compliance, boredom and some resistance, contrasted with a positive‐toned repertoire rehearsal after the break that students seemed to enjoy. Kuuse (2018) similarly reported a balance of tight discipline but also that students received empowering constructions and negotiating opportunities for learners’ musical agency manifested in creative action.…”

Section: Resultsmentioning

confidence: 99%

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A scoping review of research that examines El Sistema and Sistema‐inspired music education programmes

Bolden

Corcoran

Butler

2021

Review of Education

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Dominant discourses promote El Sistema and Sistema‐inspired music education programmes as positively transforming young lives through social inclusion and musical excellence. However, critics have raised concerns that the El Sistema model has little support from objective, evidence‐based research. To address this issue, the authors conducted a review of peer‐reviewed articles published in English between 2010 and 2020, in order to bring together descriptions and findings of research examining El Sistema and Sistema‐inspired programmes. Following a scoping review method, the authors identified 30 relevant articles for detailed review. The reported studies were identified to address programme impacts (including musical growth, academic achievement, cognitive development, and social‐emotional development) and programme design (e.g., pedagogical approaches, curricular focus, and programme challenges). Reported research methods included randomised control trials, longitudinal randomised studies, qualitative interview studies, a quasi‐experimental pre‐post design study, and ethnographic studies. Overall, the results of this scoping review strongly suggest that Sistema‐inspired music education programmes have great potential for positively impacting students, particularly in terms of musical and social‐emotional development, with less convincing but nevertheless reasonable evidence of increased academic achievement and cognitive development. The authors conclude that realising the potential of El Sistema and Sistema‐inspired programming requires context‐ and student‐specific teaching, curricula, and community support.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A scoping review of research that examines El Sistema and Sistema‐inspired music education programmes

Bolden

Corcoran

Butler

2021

Review of Education

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“…As argued by Krueger (2011), music is perceived from birth as a structure that affords possibilities -for constructing and regulating emotions, for expressing and communicating, for shaping relationships and situations. Children's play, symbols, drawings, and music uses are not only contemplative, but mainly participatory, engaged, and active-i.e., agentic (Karlsen, 2011;Bonsdorff, 2017;Rissanen, 2017;Kuuse, 2018). Through the use of these esthetic resources, children develop from early ages their agency and sense of self-efficacy.…”

Section: Music Agency and Self-efficacymentioning

confidence: 99%

Music Listening for Supporting Adolescents’ Sense of Agency in Daily Life

2020

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Sense of agency refers to the ability to influence one's functioning and environment, relating to self-efficacy, and wellbeing. In youth, agency may be challenged by external demands or redefinition of self-image. Music, having heightened relevance for the young, has been argued to provide feelings of self-agency for them. Yet, there is little empirical research on how music impacts adolescents' daily sense of agency. The current study investigated whether music listening influences adolescents' perceived agency in everyday life and which contextual determinants would explain such an influence. Participants were 44 adolescents (48% female, 36% with training in music, mean age 14), recruited through local schools. The mobile Experience Sampling app MuPsych was used to collect brief self-reports of personal music listening experiences during daily life. This method assessed the change in the listener's perceived control over both their emotional states (internal agency), and their external environment (external agency), over 5 min of music listening. Also measured were changes in mood states, and contextual variables (social situation, concurrent activity, and reason for listening). The impact of music on the sense of agency was analyzed using multilevel structural equation modeling. There was no general increase of agency across all music episodes, but agency fluctuations were determined by specific contextual factors. External agency change was predicted negatively by changing environments, while internal agency change was predicted by initial mood and various reasons for listening, including for enjoyment, coping, and enhancing current mood state. Our findings confirmed the plasticity and situational embeddedness of the sense of agency. Music indeed can support agency, but the impact is dependent on a range of situational factors. Sense of agency can be seen as a health resource and significant part of youth development, and current findings provide new insight into when and by which conditions such affordance is likely to be employed.

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“…Krueger (2011) argued that from birth, music is perceived as a structure that offers the possibility of constructing and regulating emotions, expressing and communicating and shaping relationships and situations. In children's play, symbols, drawings, and music can be used thoughtfully but activities are mainly participatory, engaged, and active (Bonsdorff, 2017;Karlsen, 2011;Kuuse, 2018). From an early age, using these resources children develop a sense of agency and self efficacy.…”

Section: Wellbeing In Young Childrenmentioning

confidence: 99%

The Power of Music: an exploration of the evidence [PREPRINT]

Hallam¹,

Himonides²

2021

Preprint

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This OSF project contains the source and supplementary materials for the book "The Power of Music: an exploration of the evidence" (under review). This book was written to provide an update to The power of music: A research synthesis of the impact of actively making music on the intellectual, social and personal development of children and young people. As the evidence was collated, it became clear that much more research had been undertaken since the original book was produced and that that research was focused on a much wider age range with particular expansion in work with older age groups. It was therefore decided to expand the book to include research across the lifespan covering a wider range of issues, particularly those relating to health and wellbeing as these have become more important in the research agenda in recent years. The title referring to an exploration of the research was selected to make it possible to take account of all kinds of research from large scale population studies to single case studies, correlation studies, experiments and evaluations of interventions with a focus on both listening to and actively making and creating music. Some interventions that have several different outcomes are mentioned in more than one chapter. As there has been much controversy recently as to whether music can have any impact, particularly on cognition, it was felt important to include examples of individual research projects for the reader to be able to draw their own conclusions about the impact of music rather than relying on a summary, although an overview is provided at the end of each chapter. This means that the book is not always an easy read. Some of the research is extremely complex and takes time to understand. It is hoped that despite this it will enable the reader to make an informed decision about the power of music in a range of areas across the lifespan.

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

Cited by 25 publications

References 36 publications

A scoping review of research that examines El Sistema and Sistema‐inspired music education programmes

A scoping review of research that examines El Sistema and Sistema‐inspired music education programmes

Music Listening for Supporting Adolescents’ Sense of Agency in Daily Life

The Power of Music: an exploration of the evidence [PREPRINT]

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