Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 57 - 78 |
| Number of pages | 22 |
| Journal | International Journal of Music Education |
| Volume | 30 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2012 |
Cite this
}
Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10 - 13-year-old students. / Rickard, Nikki Sue; Bambrick, Caroline Janine; Gill, Anneliese.
In: International Journal of Music Education, Vol. 30, No. 1, 2012, p. 57 - 78.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Absence of widespread psychosocial and cognitive effects of school-based music instruction in 10 - 13-year-old students
AU - Rickard, Nikki Sue
AU - Bambrick, Caroline Janine
AU - Gill, Anneliese
PY - 2012
Y1 - 2012
N2 - The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10-13-year-olds in two independent studies. In the first study, the benefits of increased frequency of classroom-based music classes were compared with classroom-based drama and art lessons in secondary school students (N = 127). The second study compared the effects of introducing a new classroom-based music programme with a new drama programme for primary school students (N = 100). Assessments were obtained at baseline and approximately six months after implementation of each programme. In contrast to previous research on the effects of private music tuition, no convincing benefits of school music classes were apparent. Trends of interest were observed in non-verbal intelligence, aggression scores and verbal memory, which require further investigation. The findings suggest that the benefits of music instruction previously reported may be limited to private or externally-based music tuition, or socioeconomically disadvantaged schools. The intrinsic value of music education for enjoyment and learning should therefore remain central to the justification of music education in the national school curriculum.
AB - The current paper reports on the impact of an increase in school-based music training on a range of cognitive and psychosocial measures for 10-13-year-olds in two independent studies. In the first study, the benefits of increased frequency of classroom-based music classes were compared with classroom-based drama and art lessons in secondary school students (N = 127). The second study compared the effects of introducing a new classroom-based music programme with a new drama programme for primary school students (N = 100). Assessments were obtained at baseline and approximately six months after implementation of each programme. In contrast to previous research on the effects of private music tuition, no convincing benefits of school music classes were apparent. Trends of interest were observed in non-verbal intelligence, aggression scores and verbal memory, which require further investigation. The findings suggest that the benefits of music instruction previously reported may be limited to private or externally-based music tuition, or socioeconomically disadvantaged schools. The intrinsic value of music education for enjoyment and learning should therefore remain central to the justification of music education in the national school curriculum.
UR - http://ijm.sagepub.com/content/30/1/57.full.pdf
U2 - 10.1177/0255761411431399
DO - 10.1177/0255761411431399
M3 - Article
VL - 30
SP - 57
EP - 78
JO - International Journal of Music Education
JF - International Journal of Music Education
SN - 0255-7614
IS - 1
ER -