Concentration, self-discipline, self-motivation, self-accomplishment, listening and memory skills are enhanced which help in other areas of learning. Interviews with parents and students indicate the benefits student perceived in the music participation include gaining love and enjoyment in music, developing social skills of teamwork, sense of belonging, communication, cooperation, confidence and satisfaction in their music playing with friends. In the research, students have reported their beliefs that music participation imparts some extra musical benefits. The support of parents, family, peers and self-beliefs are also important in sustaining students in their musical journey. Enjoying musical activities, listening to music, attending concerts, playing in music groups have demonstrated positive effects on the students. This research indicates the factors motivating students to participate in music activities which are mainly parental, family and peer influence. This research focuses to investigate deeply in one context of a primary school in Hong Kong of the real life experience of students aged 9-12 about the above issue. This research aims at revealing the reasons that make students participate in these extra-curricular music activities, the benefits that students perceive in the music activities and how these music activities affect their aspiration in learning. The impact of school-based music training on both academic and psychological issue is not well understood. There is limited number of studies in Hong Kong investigating the effect of group instrumental music training on primary school children. The study attributes this controversy in part to “the inherently complex nature of the phenomenon of music, in that there are many varied ways of music-making, music engagement, and music education.Instrumental music is one of the extra-curricular activities that students may join after school hours to acquire more music experience. The new findings differ from some previous research on the link between arts education, including music, and academic achievement, which has been mixed. Of the class of 2004, 36 percent graduated high school having earned at least one course credit in music, according to a 2013 University of Maryland study. Previous studies suggest that music participation in the United States may be higher than that in the Canadian study. they still didn’t have an impact on the strong findings that we have,” Gouzouasis said.Īccording to Gouzouasis, similar results should be expected from students in the United States, especially since the study controlled for variables, such as ethnicity and socioeconomic status. “To the extent that even if there were kids who were doing exactly what the school music kids. Although some may take private lessons, but not participate in music at school, Gouzouasis said students do not always learn the same skills required in school-based music classes, such as reading music, or there were not enough students to make an impact on the results. Students who began school after 2003, completed less than three years of high school, or had no data from exams taken in grade 10 English, science, math or grade 12 English were omitted.Įducational records show that approximately 14 percent of students in British Columbia participated in at least one music course in grades 10, 11, or 12. In examining achievement, the study controlled for students’ previous achievement, sex, cultural background, and neighborhood socioeconomic status.
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