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ID 47387
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The Effects of School-Based Extended Music Education on Intellectual, Social and Personal Development: A Review
creator
Ferran Galicia, Josep
abstract
The aim of this research is to review the effects of a school-based Extended Music Education (EME) in the fields of children’s intellectual, social and personal development. Various organizations and research institutes are exploring the effects based on the claim that art education remains indispensable activity in the future society, and music education isn’t an exception. For many years, music teachers and pedagogues believed music activities promoted harmonious child development. However, until the late 20th century, little scientific research showed evidence. Nowadays, the studies of music education’s impact reach a big extent including neurosciences, literacy and numerical skills, perceptual skills, aural and visual memory, spatial reasoning, social aspects such as social cohesion or inclusion, personal development aspects, and many other issues, revealing several positive effects of the discipline. This research will specifically review the studies that examine the impact of a school-based EME in intellectual, social and personal development aspects. The term of EME is applied in those school curriculums that give emphasis on music instruction with more music classes than the standard. The studies from the 1990s comprising these matters were included. To understand the research stream of this area, the differences and similarities of the research context, objectives, methods and conclusions between the studies were analyzed. Concerning the impact in intellectual faculties, some studies suggested that music engagement improved general attainment and academical aspects, while others demonstrated that additional music classes with the reduction of other core subjects don’t affect negatively to the academic competences in language and mathematics. Next, in the social aspect, many studies suggested that music engagement promoted student’s wellbeing in their classes. Some studies also mentioned that music helped the construction of social cohesion. Lastly, there were discovered several effects in the self-perception, self-esteem, motivation to study music itself and other disciplines. In addition, music engagement seems to be positive for week students and socially/economically disadvantaged students. This research will summarize the aspects mentioned and will suggest the further possibilities for investigation in the same field.
journal title
Bulletin of music culture education
issue
Issue 31
start page
57
end page
64
date of issued
2019-03-22
publisher
広島大学大学院教育学研究科音楽文化教育学講座
issn
1347-0205
ncid
language
jpn
nii type
Departmental Bulletin Paper
HU type
Departmental Bulletin Papers
DCMI type
text
format
application/pdf
text version
publisher
department
Graduate School of Education
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