Presented at the Sixth International Symposium on the Sociology of Music Education. This paper describes a longitudinal study investigating the reasons, benefits, and impact on why twelve urban public school students volunteered in extra-curricular music activities.
The nation's largest comprehensive music school, the UNT College of Music provides a dynamic learning environment for both future professionals and the broader university community. The college offers fully accredited degrees from bachelor to doctoral levels, and its faculty includes internationally acclaimed artists and scholars. More than 1200 concerts and recitals are presented annually.
Presented at the Sixth International Symposium on the Sociology of Music Education. This paper describes a longitudinal study investigating the reasons, benefits, and impact on why twelve urban public school students volunteered in extra-curricular music activities.
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12 p.
Notes
Abstract: This longitudinal study spans six years, investigating the reasons, benefits, and impact on why twelve urban public school students decided to give up their free time to participate and volunteer in extra-curricular music activities. Literature and research inform us that the arts can be an important part of the curriculum, and has helped reveal several topics in this study including: the connection of the music curriculum to real life; the place of music education in the curriculum; music education in our society; music and the brain; volunteerism in our society; after-school programs; and arts education. I have selected case study as the qualitative methodology for the base of this research with the use of ethnographic tools of recorded and transcribed interviews, field notes, and questionnaires to help answer some of the aforementioned queries. Twelve youth participants ranging in gender, ethnicity, and socio-economic backgrounds were queried on their lived experiences and involvement with music, and on the way these experiences have affected them as students and as productive members of society. The data analyzed showed connections between my own arts experiences in the public school system, to those of the twelve students interviewed. Community; belonging; identity; friendship; emotional intelligence; vehicles to express feelings; selfesteem; creativity; and skill development were themes that emerged from this research. Implications such as the teacher-student relationship; equity; family influence; and technology need further exploration in strengthening programs for youth that involve volunteerism and music education. Lastly, inquiry into why some teachers and students choose not to volunteer or participate in extra-curricular activities and how this impacts educational communities, the future direction of music education, and the teaching/learning experience, warrant further research.
Publication Title:
Proceedings of the Sixth International Symposium on the Sociology of Music Education
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This paper is part of the following collection of related materials.
International Symposium on the Sociology of Music Education (ISSME)
This biennial symposium draws together music education academics from around the world to discuss issues, practices, and perspectives focusing on connecting music learning and other music experiences with the lives, values, identities, and communities of those involved. Included in the collection are papers from the symposium.