Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools

Abstract

We sought to understand the potential for positive non-musical outcomes for economically and socially disadvantaged primary school students who are involved in instrumental music learning programs. Two schools with students experiencing generational poverty, current or first-generation immigrant or refugee status who were running El-Sistema inspired music programs participated in the study. Ninety-two students in Years 3–6 completed audio-visual assessments of non-verbal reasoning, verbal and mathematical ability, and psychosocial well-being. Comparisons by school and program participation over a period of 12 months, indicate improved non-verbal (visuo-spatial) reasoning, verbal and mathematical skills, and psychosocial well-being for students at School 1. Findings indicate some evidence of positive outcomes for low socio-economic status and socially disadvantaged children who participate in El Sistema-inspired extra-curricular music programs. Given the substantial number of students involved in such programs worldwide, these findings suggest outcomes for disadvantaged students may be improved through music learning opportunities.

Keywords:

• music education
• cognitive ability
• psychosocial well-being
• primary school students
• socio-economic status
• non-musical outcomes

Notes on contributors

Margaret Osborne is a Postdoctoral Research Fellow in the Melbourne Conservatorium of Music, and Honorary Fellow in the Melbourne School of Psychological Sciences at The University of Melbourne, Australia. She works with Professor Gary McPherson to empirically evaluate factors that impact on young people’s engagement in music learning, and examine motivation and practice quality in musicians who are undertaking advanced training in music performance.

Gary McPherson serves as the Ormond Professor and Director of the Melbourne Conservatorium of Music at The University of Melbourne, Australia. He is a former President of the Australian and International Societies for Music Education and is respected as an international advocate for the power of music in people’s lives and in children’s education.

Robert Faulkner is an Associate Professor and Adjunct Honorary Research Fellow at the Graduate School of Education at The University of Western Australia. He is also currently Director of Music at Methodist Ladies’ College, Claremont, WA. Robert has extensive experience at every level of education from kindergarten through to tertiary and adult education.

Jane Davidson holds the position of Professor of Creative and Performing Arts (Music) at the Faculty of the Victorian College of the Arts and Melbourne Conservatorium of Music. Jane has five core areas of study: artistic development, arts and health, historically informed performance practices, emotion and expression in performance, and vocal studies. She has published extensively in the disciplines of music psychology and education, and now works in the history of emotions, as well as reflective practice research.

Margaret Barrett is Professor and Head of the School of Music at The University of Queensland. She has served as President and board member of numerous international music education societies. Margaret currently holds positions as a board member of the Australian Music Centre, the Queensland Symphony Orchestra, the Australian Music Examinations Board (Queensland), and she is an executive committee member of the National Council of Tertiary Music Schools. A key aspect of her work has been the development of innovative arts-based inquiry methods in music and music education.