Document Type

Journal Article

Publisher

Routledge

Faculty

Faculty of Education and Arts

School

School of Education/Edith Cowan Institute for Education Research

RAS ID

15848

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Childhood Education on 20 Jun 2013: Heyworth, J. N. (2013). Developing Social Skills Through Music: The Impact of General Classroom Music in an Australian Lower Socio-Economic Area Primary School. Childhood Education, 89(4), 234-242. Available online: here.

Abstract

Ideas about the physical and psychological healing effects of music date back to the classical Greek period. There is also substantial research concerning the educative influences of music on the human mind. Developmental deficiencies among low socio-economic student populations have often been associated with a reduced sense of self-esteem, responsibility, and ability to form relationships or engage in successful communication. This article describes a pro-active, constructivist approach to music education in a school largely attended by socially and economically disadvantaged students in Australia, and explores the influence of music on social learning. The strategic use of group music lessons in the study highlights the opportunities embedded in music as a “universal language.” Potential outcomes include increases in self-esteem, sense of belonging, cooperation, active engagement in learning, development of social skills, well-being, resilience, and inclusivity among students from all social, cultural, and economic strata.

DOI

10.1080/00094056.2013.815553

Access Rights

free_to_read

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