Extracurricular Music Activities Research Articles

A comparison of the parental values of children's extracurricular music learning in Guilin, China and in Tampa, United States.

Many parents enroll their children in extracurricular music activities. However, cultural differences may contribute to parents' different values that ultimately influence their behaviors and attitudes. This cross-cultural study aimed to compare the value parents have on their children's private music education by examining four cases in Guilin, Guangxi (China) and Tampa, Florida (United States). Two main research questions guided this study: (1) How do parents in Guilin and Tampa perceive and value their children's music learning? (2) Does the value parents hold for their children's extracurricular music activities differ across different cultural contexts? If so, how do parents' values and perceptions of their children's involvement in extracurricular music activities differ between the contexts of Guilin and Tampa? We purposefully selected participants from two regions based on these criteria: (a) the participants included a single-child family and a two-child family in each of the two regions; (b) children's age ranged from 5 to 12 years and lived with their biological parents (c) children were currently taking music lessons after school. We interviewed both children and parents during the data collection. The key findings reveal that parental values transcend two cultural contexts, specifically in (1) motivations for music learning, (2) expectations of music learning, (3) utilizing personal background, and (4) strategies for success. The findings suggest that several factors, such as children's autonomy, musical joy, pursuit of musical career, "beauty development" and achievements, may have contributed to parents' values. The implication for parents, psychologists, and policymakers is to understand the diverse needs and values within different cultural backgrounds, to promote the children's development, to design curricula, and to use effective teaching methods in music education. In conclusion, both Guilin's and Tampa's parents' values varied due to cultural differences, which further influenced their behaviors, attitudes and perceptions toward their children's musical experiences.

Music and Children's Well-Being

Well-being is a desirable combination of high emotional, social, physical, and cognitive health. It is closely related to an element that has existed since the beginning of humankind: music. It is common knowledge that music is an inevitable part of an individual's life; it affects not just the current mood but more importantly, it serves as a means of social bonding, as a tool for therapy, and it affects the overall quality of living. Therefore, according to the Curriculum of the subject Music Culture for Primary Schools and Music Arts for Gymnasium, the teaching of the subject Music culture is intentionally focused on the overall cognitive, psychomotor, and affective dimensions of the child’s development. Through musical activities listening, singing, playing, movement with music, musical games and musical creativity, it is also directed at creating a relaxed class atmosphere, as well as arousing a sense of satisfaction among all students. Students can engage in the aforementioned activities apart of regular classes as well, as part of extracurricular/out-of-school musical activities. This research shows that there are (some) statistically significant differences in the self-assessment of well-being of primary school students, in favor of those who like the subject Music culture, who like listening to classical music in class, and whose household members listen to classical music, while statistically significant difference with regard to (not) attending musical activities was not observed. In fact, students who attend musical activities are (imperceptibly) less satisfied in all life domains. This could be explained by additional obligations, such as preparations for exams and performances, which take place at the time of the survey for the purposes of this research, that is, at the end of the school year. But, it was determined that students who attend extracurricular musical activities have a higher grade point average, which is explained by the acquired good organizational skills necessary for successfully mastering school duties.

A Collaborative Action Research for Curriculum Integration of Extracurricular Music Activities in H Kindergarten

본 연구는 유아교육기관에서 방과 후 특별활동 운영에 대한 문제점을 파악하여 기본교육과정과 방과 후 특별활동 과정을 통합적으로 운영하기 위한 방안을 협력적으로 살펴보고 실행해 봄으로써 교육의 주체자들에게 나타난 변화과정과 의미를 분석해보는 것을 목적으로 하였다. 이를 위해 D시에 위치한 H유치원의 만3세 씨앗반 담임교사와 14명의 유아들을 대상으로 2019년 3월부터 7월까지 총2차(16주)의 협력적 실행과정을 실시하였다. 본 연구에 앞서 3주간의 예비연구를 통해 기관 및 교실의 상황적 맥락과 문제점을 파악하고, 한 회 차당 8주씩 유아교사와 연구자와의 상호 협력적 실행과정이 이루어졌다. 1차 실행과정은 ‘생활주제와 음악 특별활동과의 통합적 연계 활동을 위한 시도과정’으로 음악 특별활동 시 활용했던 악기와 음률영역간의 통합 시도가 관찰되어졌다. 2차 실행은 악기 뿐 아니라 동화, 신체 활동 등의 “정규교육과정과 음악 특별활동의 적극적 통합과정”으로 진행되었다. 이러한 연구과정에서 연구 참여자 면담내용, 유아수업 영상, 자유놀이 사진, SNS에서 주고받은 문자 등 다양한 자료가 수집되었으며 수집된 자료는 코딩범주를 개발하여 데이터를 분류하고 분석하였다. 그 결과 유아들은 음악적 요소를 경험하며 음악을 즐기게 되었으며, 유아 교사들은 음악교육에 대한 인식이 긍정적으로 변화되었다. 이에 본 연구는 기본교육과정과 방과 후 음악특별활동의 통합적 운영을 위해 음악 강사와 유아 교사가 서로의 전문성을 공유하고 함께 협력해 나갈 수 있는 협력체제로서 지원방안과 체계가 구축되어야 함을 제안한다. The purpose of this study was to find problems with the integrated operation of the basic curriculum and extracurricular activities curriculum and to explore the integrated operation. For research, the second time collaborative action researches were conducted from March to July 2019 for early childhood teacher in Seed class, extracurricular music instructors, and 14 children at H kindergarten located in D City. The first collaborative action research was conducted “To keep musical instruments and materials used when music activities time in music area” for integrated activities with topics of the basic curriculum and topics of extracurricular music. It was conducted as an “active integration process of the regular curriculum and special music activities” such as fairy tales and physical activities. In the process of this research, It were collected various data such as interviews with research participants, videos of early childhood classes, photos of free play, and text messages exchanged on SNS. The collected data were analyzed by dividing them into upper and lower concepts. As a result of the analysis, children experienced musical elements and enjoyed music. And early childhood teachers have changed their perception of music education. Based on these result, this study suggests that it should be established support measures and cooperation systems to share their expertise with early childhood teachers and extracurricular activities instructors.

Extracurricular Music Activities in School and School Engagement: Students’ and Teachers’ Perspectives

Music and the arts are of growing interest in promoting success in school and psychological development of young people in general. However, there are few studies focused on the relationship between music and, more specifically on school engagement of vulnerable students. Thus, this exploratory study aims to understand the perceived impact of student participation in a school percussion group on school engagement. The research followed a qualitative methodology through individual semi-structured interviews. Six pupils aged between eleven and fifteen, two teachers of these pupils and two of the percussion group facilitators took part in the study. The results reveal a positive impact perceived by the participants arising from participation in the percussion group, with emphasis on the behavioural dimension of school engagement. Considering the relation between school engagement and learning processes, promoting school engagement through musical activities could be an innovative strategy to promote school success.

Crafting successful music careers: Insights from the professional lives of Australian pianists

This study investigates the careers of 28 classical pianists in Australia to develop greater understanding of skills needed to build professional music careers and to highlight implications for higher music education training. Semi-structured interviews were analyzed for emerging themes using Subotnik and Jarvin’s scholarly productivity or artistry (SP/A) model, looking for connections between distinct skills developed during education and their role in the building of professional careers. Participants in this study began learning to play the piano at an early age and pursued lessons during primary education, developing their technique, learning numerous works, and participating in competitions. In high school, the pianists learned to play other instruments, studied more complex and demanding piano solo repertoire, and participated in extra-curricular music activities. During performance-focused undergraduate study, all concentrated on improving technique, building solo and collaborative repertoire (including contemporary music), and exploring other music-related areas. Postgraduate study overseas and concertizing broadened their understanding of world-class standards. The participants undertook casual music jobs at the start of their careers, but eventually many achieved permanent full-time employment. Hard work, ability to learn quickly, natural gifts/talent, and passion for music helped these pianists build successful portfolio careers. The findings reveal that today’s tertiary music graduates will require diverse music and entrepreneurial skills, and a positive attitude. The implications highlight the need for the development of wide-ranging playing skills beyond solo performance and entrepreneurial competency as important factors for music careers.

Forms and methods of organizing extracurricular musical and educational work

The article is devoted to the review and analysis of forms and methods of organization of extracurricular music-educational work, which would promote the development of children, the formation of their musical culture, creative attitude to life and art. As well as these forms and methods will contribute to the development of patriotism and students’ aesthetic. Extracurricular music-educational work complements music lessons and aims to expand the musical horizons of children, deepen their knowledge, as well as improve performance skills and abilities. The organization of extracurricular musical activities involves compliance with certain guidelines. The success of a variety of work combined to develop musical skills depends largely on how well students master and feel the need for different musical activities. The obtained musical skills of the participants have a way out: together they prepare themed evenings, concerts, perform at holidays and reviews. This gives them the opportunity to feel the need and importance of the ability to own a musical instrument. In the process of teaching singing, the teacher solves many problems related to the development of students' voices and the acquisition of vocal and choral skills and abilities necessary for artistic expression. With choral singing activists, you can prepare an article for the school wall newspaper, in which to talk about the importance of creating a choir, the prospects for its development and immediate tasks; draw up a colorful poster announcing the organization of the choir, where to indicate the days and hours of listening to all who wish to sing.

The relationship between extracurricular music activity participation and music and Chinese language academic achievements of primary school students in China

In this study, we explored the relationship between extracurricular (formal and informal) music activity participation and music and Chinese language academic achievements of primary school students in China. Fourth graders ( N = 10,958) reported their demographic information and extracurricular music activity participation, and completed two standardized academic achievement tests, one on music and another on the Chinese language. Results showed that students’ music activity participation was related to higher music academic achievement after controlling for gender, school location, and family socioeconomic status. The effect of students’ informal music activity participation on their music academic achievements was greater than that of students’ formal music activity participation. Remarkably, students’ informal music activity participation was also positively related to their Chinese language academic achievement, while formal music activity participation showed a negative correlation with academic achievement in Chinese language. Findings contributed to an increased understanding of the influence of different kinds of extracurricular music activities on students’ academic developments.

Students' music preferences towards classical music

Music preferences can be related to many groups of factors, as LeBlanc’s Interactive theory of music preference suggests. In this research four factors from the model were explored in relation to students’ preference towards classical music: students' age, their gender, their attendance of extracurricular music activities and familiarity of music pieces. Fifteen excerpts of classical music pieces from different musical-historical periods were presented to a sample of 516 students, 7 to 18 years old. Results reveal moderate negative correlation between age and preference towards classical music. Higher preference was found in female students and for familiar pieces. Students that attended extracurricular music activities preferred only some excerpts more. Findings provide strong support to LeBlanc’s model. Implications for teaching are proposed.

STUDENTS' MUSIC ASSOCIATION PROGRAMS IN CHINA:AN EMPIRICAL STUDY OF SELECTED SCHOOLS IN YAODU DISTRICT, SHANXI, CHINA

The development of music associations has always been a research hotspot in the field of music education. In the process of music education, it is often the mutual penetration and promotion of music teaching and extracurricular music activities. With the deepening of the curriculum reform in China, students' associations are developing vigorously, and the activities of students' associations in music education tend to be diversified. This paper focus on the students' music associations of three selected schools at primary, secondary and tertiary levels in Yaodu District, Linfeng Shanxi Province, China. the research on the education and teaching of students' associations in music education in Yaodu District School, while achieving certain teaching results, still has some room to further develop. Towards the end, the study puts forward suggestions to promote the continued development of school music associations.

Equity and inclusion in extracurricular musical activities: empirical findings from Germany and implications for teaching music in secondary school

ABSTRACT Equity issues in the field of arts and culture play an important role when it comes to extracurricular activities in education. Students with special educational needs (SEN) seem not provided with equal access. Using nation-wide random samples of fourth- and fifth-graders courtesy of the German National Education Panel Study (NEPS), the main analysis compares the amount of extracurricular musical activities of students with SEN placed in special education schools (n = 365), in general schools (n = 143), and of students without SEN in inclusive settings (n = 4048). Students placed in special education schools were significantly less likely to take classes in music schools than students with SEN placed in regular schools (and than students without SEN). There were no significant group differences regarding the attendance of concerts and theatre plays. Finally, implications for special education schools and inclusive settings are proposed.

Primary School Extracurricular Music Activities in Covasna and Harghita Counties

Arts education, including music teaching (Dohány, 2010) in elementary schools is getting less and less importance in our present day education system, accordingly we find quite relevant to investigate the situation of music teaching in Romania among the Hungarian minority educationís elementary classes. This present study would like to map the extracurricular fields of music teaching in Covasna and Harghita counties in Hungarian classes through a questionnaire research made among teachers. Our objective is to investigate extracurricular musical education in elementary classes, where we would like to find out what kind of musical activities exist in this area and how intensively do pupils take part in these activities. The self-made questionnaire was sent out online in Covasna and Harghita counties, based on the teachers ‘database at the end of January in 2020. 78 elementary school teachers took part in this research. All the collected data was processed with the help of a statistical data analysing software, examining the descriptive statistical indicators. The analysis shows that few elementary class students take part in extracurricular activities.Romanian music pedagogy research do not extend to Hungarian minority classes, thus we see it important to investigate the extracurricular activities in counties where Hungarian minorities live.

Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder.

Although extracurricular music activities are common in Hong Kong, private music teachers' perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers' knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n = 200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD.

Music teaching in regular class and extracurricular music activities in Croatia: State and perspectives

AbstractIn the last 30 years Croatia has been involved in an intensive period of educational reforms. Music teaching, as a compulsory subject, underwent some positive and negative changes. The so-called open model and contents remake bring the possibility for teachers to be more creative and for students to be involved to a greater extent, but unfortunately, music lessons come to just 1 h per week. As a part of the Croatian school system, the extracurricular music activities are implemented in the school curriculum which affects the acquisition of new knowledge developing students’ musical skills. This paper aims to present the today’s situation of attending music classes in regular and extracurricular lessons in Croatia. Moreover, it discusses the international research project Schools@Concerts: Tuning up for the Music Experience which influences the idea how to carry out another kind of extracurricular musical activity which suits the worldwide environment. The intention is to familiarize students with (classical) music during the work in the extracurricular activity and by visiting to a concert. The author presents her own idea how to realize the extracurricular music activity Listening to Music with Concert Experience carried out by a cognitive – emotional approach to listening to music which contributes to the students’ music appreciation and preservation, transfer, renewal and dissemination of cultural heritage.

Reaching out to the orchestra – Concert visits as a curricular link to extracurricular musical activities?

AbstractVisiting classical concerts as part of school activities has a long tradition in Germany but has always been controversial. The multi-case study Schools@Concerts aims in mapping different approaches of connecting school music education with classical concert visits in seven European countries. As part of this project, this article gives early insights into the Frankfurt case. Different perspectives on concert visits include students, teachers and concert hosts. After a short overview about the German discussion, the article gives a brief insight into the state curricula concerning concert visits and the school curriculum of the participating school. All participants have positive attitudes towards concert visits but also highlight the organizational effort of it. Both, teacher and host emphasize missing resources for preparing concerts. Although classical concerts do not meet the musical taste of the children, most of them show positive attitudes to concert visits. Therefore the study wants to encourage responsible stake holders to support concert visits, both in schools and orchestras.

Higher music education, India and ethnography: a case study of KM music conservatory students

ABSTRACT This article explores the status of higher music education in India through in-depth interviews with KM Music Conservatory students. KM Music Conservatory (KM) is a private higher music education institution based in Chennai, India, accredited by Middlesex University, UK. Students enrolled on KM’s diploma programme study Western art music, Hindustani classical music and audio technology, and can also take part in a variety of extracurricular musical activities. This article argues that students situationally curate valuations of higher music education as well as their own musical and educational identities by selectively drawing on a range of narratives that synchronise local and international factors. Two further points are argued: first, whilst we must be wary of the perpetuation of neo-colonial and neo-liberal ideologies through the increasing internationalisation and privatisation of higher music education in India, we must also acknowledge the ways in which more localised motivations and factors shape music education’s significance; and second, that ethnographic research is a valuable tool for developing informed understandings of and approaches to higher music education for both local and international students, teachers and institutions.

Uticaj nastave muzičke kulture na socijalno-emocionalni razvoj dece mlađeg školskog uzrasta

The social-emotional development of young school-age children is, in different theoretical studies, often linked with different influences of music in its cultural, entertaining, educational, and other contexts. In the context of formal education, music is included in the education and development of children mostly through the organization and realization of musical culture instruction. Considering the numerous influences of music and musical culture, both on the life of a man seen from a general perspective, and on a child, it is significant and interesting to study the topic of the influence of musical culture instruction on the different segments of young school-age children development, considering the numerous specificities that come with this age, where the beginning of formal education could be the most important one. The main focus of the research conducted for the needs of the paper was to examine the existence of differences in the opinions of the parents of young school-age children, towards the role of musical culture instruction content on the social-emotional development of their children. The key results of this research indicate that the respondents have a mostly positive opinion towards different segments of music culture teaching in the context of their children's social-emotional development. Parents whose children are involved in extracurricular music activities have a more positive opinion about the impact of the content of music culture classes on the social-emotional development of their children compared to parents whose children do not attend extracurricular activities.

북한 음악소조의 변화에 관한 연구 : 음악정치에 대한 상향식 접근

북한 음악소조의 변화에 관한 연구 : 음악정치에 대한 상향식 접근

Haphazard pathways: Students’ perceptions of their routes to music study in higher education in the United Kingdom

Abstract This article reports on a qualitative study, which explored perceptions of fourteen first-year undergraduate music students in the United Kingdom regarding their secondary school music education as preparation for undertaking degree-level music study. The authors (both lecturers in popular music at a UK university) were motivated to undertake this research to explore issues of alignment between school music and music degrees in the United Kingdom and the pathways students constructed through this transition. Data pertain to three key areas: students’ perceptions of the extent that school music courses prepared them for university application, students’ descriptions of their extracurricular music activities, and areas that students would like to change about their secondary music courses. Findings suggest that all interviewees felt underprepared for university study by their secondary music courses, yet differences in perception exist between students who were accepted to ‘classical’ music degrees, and those who went on to study popular music.

National musical creativity in extracurricular activities

In the work we consider representation of national musical creativity in extracurricular musical activities which consist of: school choir, school orchestra and free musical activities. Recommended contents for extracurricular musical activities, which are contained in Ordinance on the curriculum for junior school children of primary education, indicate that our national musical tradition is presented enough, while its practical realization often depends on the environment in which the school is located, material resources of the school and determination of school staff for its successful realization.

How learning a musical instrument affects the development of skills

Despite numerous studies on skill development, we know little about the effects of extracurricular music activities on cognitive and non-cognitive skills. This study examines how music training during childhood and youth affects the development of cognitive skills, school grades, personality, time use and ambition using data from the German Socio-Economic Panel (SOEP). Our findings suggest that adolescents with music training have better school grades, are more conscientious, open and ambitious. These effects are stronger among adolescents from lower socio-economic status. In order to address the non-random selection into playing music, we take into account detailed information on the child and its parents, which may determine both the decision to pursue music lessons and educational outcomes. While lacking truly exogenous variations in music activities, our results are robust to a large range of sensitivity tests. We thereby approach causality better than previous observational studies.