The Impact of Participation in a Music Program on Academic Success for High School Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Impact of Participation in a Music Program on Academic Success for High School Students PDF full book. Access full book title The Impact of Participation in a Music Program on Academic Success for High School Students by Manuela G.T. LeBlanc. Download full books in PDF and EPUB format.
Author: Manuela G.T. LeBlanc Publisher: ISBN: Category : Academic achievement Languages : en Pages : 116
Book Description
This study examines the impact of participating in a music program during high school has on academic success. ... This study employs a case study approach incorporating data analysis, student surveys, and a focus group. The mixed methods approach is ideal given that evaluating standardized test scores and grade point averages compared to students not enrolled in the music program. The students who were in the music program expressed they had higher levels of motivation to succeed academically and better study skills, such as memorization and time management. The findings indicated a positive correlation between participating in the music program and higher academic achievement.
Author: Manuela G.T. LeBlanc Publisher: ISBN: Category : Academic achievement Languages : en Pages : 116
Book Description
This study examines the impact of participating in a music program during high school has on academic success. ... This study employs a case study approach incorporating data analysis, student surveys, and a focus group. The mixed methods approach is ideal given that evaluating standardized test scores and grade point averages compared to students not enrolled in the music program. The students who were in the music program expressed they had higher levels of motivation to succeed academically and better study skills, such as memorization and time management. The findings indicated a positive correlation between participating in the music program and higher academic achievement.
Author: Kevin O. Davenport Publisher: ISBN: Category : Academic achievement Languages : en Pages : 88
Book Description
This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration variables such as gender, ethnicity, or socioeconomic status. This study concentrated on participants from three middle schools (6-8) and three high schools (9-12) in Baltimore County, Maryland. Data were gathered on Maryland School Assessment (MSA) and Maryland High School Assessment (HSA) scores and federally reported school attendance rates were accessed based on the 2007-2008 school year. Four research questions were investigated and six null hypotheses were tested at the .05 level of significance. Independent samples t -tests were used to compare enrollment in instrumental music classes to student's academic achievement and attendance rate. There were statistically significant differences among the high school students enrolled in an instrumental music class and those that were not enrolled in instrumental music class on the English and algebra sections of the HSA, and in the attendance rates. The HSA scores of the students that were enrolled in an instrumental music class were significantly higher on both sections of the test. They also had significantly higher attendance rates than the students that were not enrolled in an instrumental music class. These findings suggest the high school students that participate in a school sponsored instrumental music program have higher academic achievement and attendance rates than high school students that do not participate in a school sponsored instrumental music program. The results of data analysis showed that in middle school there were no statistically significant differences among the students from the three middle schools that were enrolled in an instrumental music class and the middle school students that were not enrolled in an instrumental music class on the reading and mathematics sections of the MSA or in attendance rates. These findings suggest that participation in an instrumental music class on the middle school level had no significant impact on student achievement or attendance.
Author: Sarah Slezak Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
In education it is imperative to teach the whole student, taking into account not only academics, but also facets like artistic outlets and social emotional growth. Music classes in particular can be a space where students can express themselves, have a creative outlet, work with a team, and build academic skills that could have a positive impact on their other classes. Music is something that connects us all. No matter one's culture or class, music is something that everyone can participate in and enjoy. Yet, music programs seem to be one of the first items on the chopping block due to reasons such as lack of funding, scheduling conflicts, or LCAP goals not including the arts. The purpose of this study was to determine in what ways do secondary school students' perceptions of music classes impact their behavioral and academic success. Research focused on the multitude of benefits linked between participation in music classes and student success both academically and emotionally (in turn impacting their behavior). This research study is a qualitative case study, bounded by the limitations of students who are in one district and who are enrolled in choir. The students attend three different schools, but are under the direction of the same choir director. This group was intentionally selected because of their firsthand experience in whether they feel their music class impacts their school experience and affects their behavior, motivation, and academic success. Extant data is collected from a student reflection assignment then coded and arranged by emergent themes. Results showed class climate, relationships, and activities in course's content had the largest effect on students feeling the impact that the class had on their overall success in school. There is a need for research that shows the effects of arts classes from a student perspective. The study concluded that the education field would benefit from taking a deeper look in to the correlation between arts classes, social emotional well-being, and student achievement.
Author: Chad Thomas Armbruster Publisher: ISBN: Category : Languages : en Pages : 138
Book Description
The research question addressed is how a student's overall achievement in school is impacted by their participation in music. The motivating factors for this capstone were the writer's personal experience as a student in their secondary music program, the writer's experience as a music teacher, and the recent developments with diminished funding for music programs in the State of Minnesota and the United States of America. Literature is reviewed from a variety of sources that provide support for the inclusion of a quality music program and the positive impact that it can have on student's overall success in school from the elementary level through their post secondary education. The writer supplements this literature with results of their own research, which included student surveys and questionnaires of current secondary music participants.
Author: Richard Deasy Publisher: ISBN: Category : Education Languages : en Pages : 180
Book Description
Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Author: Amber L. Gustafson Publisher: ISBN: Category : Languages : en Pages :
Book Description
Music education may hold the key to improving the self-efficacy of students classified as socioeconomically disadvantaged. Increasing self-efficacy for these students also potentially improves their chances of academic success. This study investigated the ways in which an El Sistema-inspired after-school orchestra program impacts socioeconomically disadvantaged students' self-efficacy as well as the correlations that exist between students' participation in the music program and their self-esteem, perseverance, motivation, and outlook on their personal future. Participants included fourth and fifth grade students enrolled in an orchestra program at a public elementary school in Southern California as well as their parents, teachers, and the school administration. The study was carried out through a mixed-methods approach, which consisted of student surveys, observations, and interviews with parents and school staff. Results revealed participation in the music program provided students with access to several sources of self-efficacy and produced strong correlations to measures of self-esteem and perseverance. Relationships between participation in the after-school orchestra and levels of motivation and outlook on personal future were also indicated but to a lesser degree. This study provides evidence music programs are valuable and can provide the right type of environment to reach children who are at-risk and give them the opportunities they need to succeed.
Author: Manuela G.T. LeBlanc
Author: Manuela G.T. LeBlanc
Author: Kevin O. Davenport
Author: Edward B. Fiske
Author: Sarah Slezak
Author: Chad Thomas Armbruster
Author: Richard Deasy
Author: 
Author: Amber L. Gustafson
Author: Daniel R. Zanutto
Author: Sharon L. Koster