This study describes the role and importance of music education as intervention for at-risk urban adolescents through participation in performance groups while receiving mentoring. Students' self-perceptions over six domains, including musical competency, were measured by scales administered pretest and posttest. Opinions and attitudes of students were gathered in structured interviews and coded for themes. Results showed a significant increase in the students' self-perception of musical competence. A change from a moderate positive relationship to a low positive relationship between perceived musical competency and global self-worth indicated that musical participation in students' lives was domain-specific, related to global self-worth, but not synonymous with it. Students ranking music as important in their lives increased from 76% to 82% over the course of the study. Interviews resulting in 101 themes provided evidence of the importance and role of music, music education, and the music teacher as mentor in the students' lives.
Get full access to this article
View all access options for this article.
References
1.
Acer, C. C. (1987). Crime, curriculum, and the performing arts: A challenge for inner city schools to consider integrated language, music, drama, and dance experiences as compensatory curriculum for at-risk urban minorities in elementary schools (Doctoral dissertation, State University at Buffalo, 1987). Dissertation Abstracts International, 48–12, A3047.
2.
Amchin, R., Kopf, T., & Weaver, M. (1991, February). Effects of arts education on high school students' self-concept. Paper presented at the convention of the Ohio Music Educators Association, Cleveland.
3.
Blechman, E. A. (1992). Mentors for high-risk minority youths: From effective communication to bicultural competence. Journal of Clinical Child Psychology, 21 (2), 160–169.
4.
Center for Music Research. (1990). The role of the fine and performing arts in high school dropout prevention: A curriculum development and renewal project. Tallahassee: Florida State University.
5.
Ebie, B. D. (1997). Can music help? Music educators' views on the role of music in the lives of at-risk students. Unpublished manuscript, Kent State University.
6.
Gfeller, K. (1987). Music therapy, theory, and practice as reflected in research literature. Journal of Music Therapy, 24 (4), 178–194.
7.
Hardman, M. L., Drew, C. J., & Winston-Egan, M. (1996). Human exceptionality: Society, school, and family (5th ed.). Boston: Allyn & Bacon.
8.
Harter, S. (1985a). Manual for the self-perception profile for children.Denver, CO: Author.
9.
Harter, S. (1985b). Manual for the social support scale for children.Denver, CO: Author.
10.
Heward, W. L., & Orlansky, M. D. (1992). Exceptional children: An introductory survey of special education (4th ed.). New York: Merrill.
11.
Hietolahti-Ansten, M., & Kalliopuska, M. (1991). Self-esteem and empathy among children actively involved in music. Perceptual and Motor Skills, 72, 1364–1366.
12.
Jenlink, C. L. (1993). The relational aspects of a school, a music program, and at-risk student self-esteem: A qualitative study (Doctoral dissertation, University of Oklahoma, 1993). Dissertation Abstracts International, 0524, 9418710.
13.
Legette, R. M. (1993). The effect of a select use of music instruction on the self-concept and academic achievement of elementary public school students (Doctoral dissertation, Florida State University, 1993).
14.
Linch, S. A. (1994). Differences in academic achievement and level of self-esteem among high school participants in instrumental music, nonparticipants, and students who discontinue instrumental music education (Doctoral dissertation, University of Northern Colorado, 1994). Dissertation Abstracts International, 54, 3362A.
15.
Lomen, D. O. (1970). Changes in self-concept factors: A comparison of fifth-grade instrumental music participants and nonparticipants in target and nontarget schools in Des Moines, Iowa. (Doctoral dissertation, University of Northern Colorado, 1970). Dissertation Abstracts International, 31, 3962A.
16.
Mc Partland, J. M. (1993). Dropout prevention in theory and practice.Baltimore, MD: Center for Research on Effective Schooling for Disadvantaged Students. (ERIC Document Reproduction Service No. ED 366 695)
17.
Michel, D. E. (1971). Self-esteem and academic achievement in black junior high school students: Effects of automated guitar instruction. Bulletin of the Council for Research in Music Education, no. 24, 15–23.
18.
Michel, D. E., & Farrell, D. M. (1973). Music and self-esteem: Disadvantaged problem boys in an all black elementary school. Journal of Research in Music Education, 21, 80–84.
19.
Nolin, W., & Vander Ark, S. (1977). A pilot study of patterns of attitudes toward school music experiences, self-esteem, and socio-economic status in elementary and junior high school students. Contributions to Music Education, 5, 31–46.
20.
Taylor, J., Barry, N., & Wall, K., (Eds.). (1997). From research to the music classroom: Music and students at-risk: Creative solutions for a national dilemma.Reston, VA: Music Educators National Conference.
21.
Thompson, P. A. (1995). The effectiveness of a holistic-arts intervention for changing the self-concept of at-risk elementary school children (Doctoral dissertation, University of Alabama, 1995). Dissertation Abstracts International, 56–06, A2073.
22.
Trusty, J., & Olivia, G. (1994). The effects of arts and music education on students' self-concept. Update: Applications of Research in Music Education, 13 (1), 23–28.
23.
Wamhopff, M. J. (1972). A comparison of self-concept of fourth-grade students enrolled and not enrolled in instrumental music education in selected schools in Barstow, California school district. (Doctoral dissertation, University of Northern Colorado, 1972). Dissertation Abstracts International, 33, 626A.
24.
Wood, A. L. (1973). The relationship of selected factors to achievement motivation and self-esteem among senior high band members (Doctoral dissertation, Louisiana State University, 1973). Dissertation Abstracts International, 35, 1150A.
