Impact of group music-making on social developmenta scoping review

Références bibliographiques

• Ansio, H., Seppälä, P., & Houni, P. (2017). Teachers’ experiences andperceptions of a community music project: Impacts on community and new ways ofworking. International Journal of Education & the Arts, 18(37). http://www.ijea.org/v18n37/
• Arriaga Sanz, C., & Madariaga Orbea, J.-M. (2014). Is the perception of music related to musical motivation in school? Music Education Research, 16(4), 375–386. https://doi.org/10.1080/ 14613808.2013.847074
• Barnes, G. V., DeFreitas, A., & Grego, J. (2016). Parental involvement and home environment in music: Current and former students from selected community music programs in Brazil and the United States. International Journal of Music Education, 34(2), 208–218. https://doi.org/10. 1177/0255761415619057
• Bergh, A., & Sloboda, J. (2010). Music and art in conflict transformation: A review. Music and Arts in Action, 2(2), 2–18. http://musicandartsinaction.net/index.php/maia/article/view/ conflicttransformation
• Brackett, M. A., Elbertson, N. A., & Rivers, S. E. (2015). Applying theory to the development of approaches to SEL. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 20–32). The Guilford Press.
• Bresler, L., & Stake, R. E. (2017). Qualitative research methodology in music education. In M. C. Moore (Ed.), Critical essays in music education (pp. 113–128). Routledge.
• Buren, V., Degé, F., & Schwarzer, G. (2019). Active music making facilitates prosocial behaviour in 18-month-old children. Musicae Scientiae, 25(4), 449–464. https://doi.org/10.1177/ 1029864919892308
• Cabedo-Mas, A., & Díaz-Gómez, M. (2013). Positive musical experiences in education: Music as a social praxis. Music Education Research, 15(4), 455–470. https://doi.org/10.1080/14613808. 2013.763780
• Calderón, D., Gustems, J., & Calderón, C. (2015). Las competencias personales y sociales en las colonias musicales. Revista Electrónica Complutense de Investigación en Educación Musical, 12, 53–72. https://doi.org/10.5209/rev_RECIEM.2015.v12.47157
• Campayo-Muñoz, E. Á., & Cabedo-Mas, A. (2016). Música y competencias emocionales: Posibles implicaciones para la mejora de la educación musical. Revista Electrónica Complutense de Investigación en Educación Musical-RECIEM, 13, 124–139. https://doi.org/10.5209/RECIEM. 51864
• Campayo-Muñoz, E. Á., & Cabedo-Mas, A. (2018). The role of parents, teachers and peers on students’ motivation in elementary piano teaching in conservatoires: A multicase study. Revista Internacional de Educación Musical, 6(1), 43–52. https://doi.org/10.1177/ 230748411800600104
• Campayo–Muñoz, E. Á., & Cabedo-Mas, A. (2017). The role of emotional skills in music education. British Journal of Music Education, 34(3), 243–258. https://doi.org/10.1017/ S0265051717000067
• Carrillo Aguilera, C., Viladot, L., & Pérez Moreno, J. (2017). Impact of music education: A review of the scientific literature. Revista Electrónica Complutense de Investigación en Educación Musical, 14, 61–74. https://doi.org/10.5209/RECIEM.54828
• Cirelli, L. K., Einarson, K. M., & Trainos, L. J. (2014). Interpersonal synchrony increases prosocial behaviour in infants. Developmental Science, 17(6), 1003–1011. https://doi.org/10. 1111/desc.12193
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge.
• Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155. https://doi.org/10.1037/ 0033-2909.112.1.155
• Coleman, J. S. (2019). Family involvement in education. In C. Fangano, & B. Werber (Eds.), School, family and community interaction (pp. 23–37). Routledge. https://doi.org/10.4324/ 9780429305375380A.
• Cooper, H. M., Hedges, L. V., & Valentine, J. C. (2009). Handbook of research synthesis and meta-analysis (2nd ed.). Russell Sage Foundation.
• Crawford, R. (2017). Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students. International Journal of Music Education, 35(3), 343–356. https://doi.org/10.1177/0255761416659511
• Creech, A., Hallam, S., McQueen, H., & Varvarigou, M. (2013). The power of music in the lives of older adults. Research Studies in Music Education, 35(1), 87–102. https://doi.org/10.1177/ 1321103X13478862
• Cross, I., Laurence, F., & Rabinowitch, T. (2012). Empathy and creativity in group musical practices: Towards a concept of empathic creativity. In G. E. McPherson, & G. Welch (Eds.), The Oxford handbook of music education (Vol. 2, pp. 337–353). Oxford University Press.
• D’Alexander, C., & Ilari, B. (2016). Social transformation of two students in an El Sistema-inspired orchestra program. Revista Internacional de Educación Musical, 4, 75–84. https://doi.org/10.12967/RIEM-2016-4-p075-084
• Deci, E. L., & Ryan, R. M. (2008). Hedonia, eudaimonia, and well-being: An introduction. Journal of Happiness Studies, 9(1), 1–11. https://doi.org/10.1007/s10902-006-9018-1
• Dillon, S. (2006). Assessing the positive influence of music activities in community development programs. Music Education Research, 8(2), 267–280. https://doi.org/10.1080/ 14613800600779543
• Dobson, N. (2016). Hatching plans: Pedagogy and discourse within an El Sistema-inspired music program. Action, Criticism & Theory for Music Education, 15(1), 89–119. http://act.may daygroup.org/articles/
• Dobson15_1.pdfEvans, P., McPherson, G. E., & Davidson, J. W. (2013). The role of psychological needs in ceasing music and music learning activities. Psychology of Music, 41(5), 600–619. https://doi.org/10. 1177/0305735612441736
• Evans, P., McPherson, G. E., & Davidson, J. W. (2013). The role of psychological needs in ceasing music and music learning activities. Psychology of Music, 41(5), 600–619.
• Fairbanks, S. (2022). Ritornello: El Sistema, music education, and a centuries-long narrative of socio-musical activism. Music Education Research, 24(1), 18–30. https://doi.org/10.1080/ 14613808.2021.2014432
• Giménez-Dasí, M., & Quintanilla, L. (2009). Social “competence”, emotional “competence”: A proposal for early childhood education. Journal for the Study of Education and Development, 32(3), 359–373. https://doi.org/10.1174/021037009788964222
• Gould, E. (2007). Social justice in music education: The problematic of democracy. Music Education Research, 9(2), 229–240. https://doi.org/10.1080/14613800701384359
• Gustavsson, H.-O., & Ehrlin, A. (2018). Music pedagogy as an aid to integration? El Sistema-inspired music activity in two Swedish preschools. Early Child Development and Care, 188(2), 183–194. https://doi.org/10.1080/03004430.2016.1209197
• Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. https://doi.org/10.1177/0255761410370658
• Hargreaves, D., & Lamont, A. (2017). The psychology of musical development. Cambridge University Press.
• Hebert, D. G., & Saether, E. (2014). ‘Please, give me space’: Findings and implications from an evaluation of the GLOMUS intercultural music camp, Ghana 2011. Music Education Research, 16(4), 418–435. https://doi.org/10.1080/14613808.2013.851662
• Hedayati, N., Schibli, K., & D’Angiulli, A. (2016). El Sistema-inspired ensemble music training is associated with changes in children’s neurocognitive functional integration: Preliminary ERP evidence. Neurocase, 22(6), 538–547. https://doi.org/10.1080/13554794.2016.1241885
• Henderson, S., Cain, M., Istvandity, L., & Lakhani, A. (2017). The role of music participation in positive health and wellbeing outcomes for migrant populations: A systematic review. Psychology of Music, 45(4), 459–478. https://doi.org/10.1177/0305735616665910
• Hewitt, A., & Allan, A. (2013). Advanced youth music ensembles: Experiences of, and reasons for, participation. International Journal of Music Education, 31(3), 257–275. https://doi.org/10. 1177/0255761411434494
• Hopkins, M., Provenzano, A. M., & Spencer, M. S. (2017). Benefits, challenges, characteristics and instructional approaches in an El Sistema inspired after-school string program developed as a university-school partnership in the United States. International Journal of Music Education, 35(2), 239–258. https://doi.org/10.1177/0255761416659509
• Howe, M. J., & Sloboda, J. A. (1991). Young musicians’ accounts of significant influences in their early lives. 1. The family and the musical background. British Journal of Music Education, 8(1), 39–52. https://doi.org/10.1017/S0265051700008056
• Ilari, B., Moura, A., & Bourscheidt, L. (2011). Between interactions and commodities: Musical parenting ofinfants and toddlers in Brazil. Music Education Research, 13(1), 51–67. https://doi. org/10.1080/14613808.2011.553277
• Ilari, B. S., Keller, P., Damasio, H., & Habibi, A. (2016). The development of musical skills of underprivileged children over the course of 1 year: A study in the context of an El Sistema-inspired program. Frontiers in Psychology, 7, Article 62. https://doi.org/10.3389/ fpsyg.2016.00062
• Jacobi, B. S. (2012). Opportunities for socioemotional learning in music classrooms. Music Educators Journal, 99(2), 68–74. https://doi.org/10.1177/0027432112459082
• Jaschke, A. C., Eggermont, L. H., Honing, H., & Scherder, E. J. (2013). Music education and its effect on intellectual abilities in children: A systematic review. Reviews in the Neurosciences, 24 (6), 665–675. https://doi.org/10.1515/revneuro-2013-0023
• Kirschner, S., & Tomasello, M. (2010). Joint music making promotes prosocial behavior in 4-year-old children. Evolution and Human Behavior, 31(5), 354–364. https://doi.org/10.1016/ j.evolhumbehav.2010.04.004
• Kokotsaki, D., & Hallam, S. (2007). Higher education music students’ perceptions of the benefits of participative music making. Music Education Research, 9(1), 93–109. https://doi.org/10. 1080/14613800601127577
• Kotarba, J. A. (2022). Teaching the sociology of popular music: It’s all about family! Journal of Popular Music Education, 6(1), 117–130. https://doi.org/10.1386/jpme_00078_1
• Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov test for normality with mean and variance unknown. Journal of the American Statistical Association, 62(318), 399–402. https://doi.org/10. 1080/01621459.1967.10482916
• Loock, A., Myburqh, C., & Poggenpoel, M. (2003). Art as projective medium: An educational psychological model to address unresolved trauma in young adults. Education, 123, 4.
• Lowe, G. M. (2018). Competition versus cooperation: Implications for music teachers following students feedback from participation in a large-scale cooperative music festival. Australian Journal of Teacher Education (Online), 43(5), 78. https://doi.org/10.14221/ajte.2018v43n5.6
• Mapp, K. L. (2003). Having their say: Parents describe why and how they are engaged in their children’s learning. School Community Journal, 13(1), 35. https://citeseerx.ist.psu.edu/docu ment?repid=rep1&type=pdf&doi=687a70cad91186418e1e57aa758f869ab24814da
• Marsh, K. (2012). ‘The beat will make you be courage’: The role of a secondary school music program in supporting young refugees and newly arrived immigrants in Australia. Research Studies in Music Education, 34(2), 1–19. https://doi.org/10.1177/1321103X12466138
• Marsh, K., & Dieckmann, S. (2017). Contributions of playground singing games to the social inclusion of refugee and newly arrived immigrant children in Australia. Education 3-13, 45(6), 710–719. https://doi.org/10.1080/03004279.2017.1347128
• Micó-Cebrián, P., & Cava, M.-J. (2014). Intercultural sensitivity, empathy, self-concept and satisfaction with life in primary school students/Sensibilidad intercultural, empatía, autocon-cepto y satisfacción con la vida en alumnos de educación primaria. Journal for the Study of Education and Development, 37(2), 342–367. https://doi.org/10.1080/02103702.2014.918819
• Miksza, P., & Elpus, K. (2018). Design and analysis for quantitative research in music education. Oxford University Press. https://doi.org/10.1093/oso/9780199391905.001.0001
• Murray, M., & Lamont, A. (2012). Community music and social/health psychology: Linking theoretical and practical concerns. In R. MacDonald, G. Kreutz, & L. Mitchell (Eds.), Music, health and wellbeing (pp. 76–86). Oxford University Press.
• Newman, T., Curtis, K., & Stephens, J. (2003). Do community-based arts projects result in social gains? A review of the literature. Community Development Journal, 38(4), 310–322. https://doi. org/10.1093/cdj/38.4.310
• Osborne, M. S., McPherson, G. E., Faulkner, R., Davidson, J. W., & Barrett, M. S. (2016). Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools. Music Education Research, 18(2), 156–175. https:// doi.org/10.1080/14613808.2015.1056130
• Pérez, M., Subirá, M., & Catasús, M. G. (2007). La dimensión social del aprendizaje colaborativo. Revista de Educación a Distancia (RED), 18, 1–21. https://revistas.um.es/red/article/view/24171
• Quigley, H., & MacDonald, R. (2022). A qualitative study of an online Makaton choir for individuals with learning difficulties. International Journal of Community Music, 15(1), 65–94. https://doi.org/10.1386/ijcm_00052_1
• Rickard, N. S., Appelman, P., James, R., Murphy, F., Gill, A., & Bambrick, C. (2013). Orchestrating life skills: The effect of increased school-based music classes on children’s social competence and self-esteem. International Journal of Music Education, 31(3), 292–309. https:// doi.org/10.1177/0255761411434824
• Rimmer, M. (2018). Harmony or discord? Understanding children’s valuations of a Sistema- inspired initiative [Article]. British Journal of Music Education, 35(1), 43–55. https://doi.org/ 10.1017/S0265051717000146
• Ritblatt, S., Longstreth, S., Hokoda, A., Cannon, B. N., & Weston, J. (2013). Can music enhance school-readiness socioemotional skills? [Article]. Journal of Research in Childhood Education, 27(3), 257–266. https://doi.org/10.1080/02568543.2013.796333
• Rodríguez-Sánchez, A., & Cabedo-Mas, A. (2017). Espacios musicales colectivos durante y después del conflicto armado como lugares de preservación del tejido social. Co-herencia, 14(26), 257–291. https://doi.org/10.17230/co-herencia.14.26.10
• Rodríguez-Sánchez, A., Odena, O., & Cabedo-Mas, A. (2018). Using life histories with sound postcards to investigate a music programme for social reconstruction in Colombia. British Journal of Music Education, 35(2), 177–190. https://doi.org/10.1017/S0265051717000298
• Ros-Morente, A., Oriola-Requena, S., Gustems-Carnicer, J., & Filella Guiu, G. (2019). Beyond music: Emotional skills and its development in young adults in choirs and bands. International Journal of Music Education, 37(4), 536–546. https://doi.org/10.1177/0255761419853634
• Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psycholo-gical well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. https://doi. org/10.1037/0022-3514.57.6.1069
• Sanahuja Ribés, A., Moliner García, O., & Moliner Miravet, L. (2019). Inclusive classroom management through the project LÓVA: The opera as a vehicle for learning. Revista Electrónica Complutense de Investigación en Educación Musical, 16, 3–19. https://dx.doi.org/ 10.5209/reciem.62101
• Sarazin, M. (2017). Can student interdependence be experienced negatively in collective music education programmes? A contextual approach. London Review of Education, 15(3), 488–504. https://doi.org/10.18546/lre.15.3.11
• Sawilowsky, S. S. (2009). New effect size rules of thumb. Journal of Modern Applied Statistical Methods, 8(2), 597–599. https://doi.org/10.22237/jmasm/1257035100
• Schellenberg, E. G., Corrigall, K. A., Dys, S. P., & Malti, T. (2015). Group music training and children’s prosocial skills. PLoS ONE, 10(10), e0141449. https://doi.org/10.1371/journal.pone. 0141449
• Siu, T. S. C., & Cheung, H. (2016). Emotional experience in music fosters 18-month-olds’ emotion-action understanding: A training sydy. Developmental Science, 19(6), 933–946. https://doi.org/10.1111/desc.12348
• Siu, T. S. C., & Ho, C. I. (2022). Engaging with happy-sounding music promotes helping behaviour in 18-month-olds. Infancy, 27(1), 197–206. https://doi.org/10.1111/infa.12443
• Steele, J. S. (2017). El Sistema fundamentals in practice: An examination of one public elemen-tary school partnership in the US. International Journal of Music Education, 35(3), 357–368. https://doi.org/10.1177/0255761416659514
• Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influence of school-and individual-level factors on academic achievement. Education and Urban Society, 40(2), 179–204. https://doi.org/10.1177/ 0013124507304167
• Thalheimer, W., & Cook, S. (2002). How to calculate effect sizes from published research articles: A simplified methodology. Work-Leraning Research. Retrieved April 15, 2019, from http:// www.bwgriffin.com/gsu/courses/edur9131/content/Effect_Sizes_pdf5.pdf
• Thaut, M. H., Gardiner, J. C., Holmberg, D., Horwitz, J., Kent, L., Andrews, G., Donelan, B., & McIntosh, G. R. (2009). Neurologic music therapy improves executive function and emotional adjustment in traumatic brain injury rehabilitation. Annals of the New York Academy of Sciences, 1169(1), 406–416. https://doi.org/10.1111/j.1749-6632.2009.04585.x
• Tripkovic, I., Roje, R., Krnic, S., Nazor, M., Karin, Z., & Capkun, V. (2015). Depression and self-esteem in early adolescence. Central European Journal of Public Health, 23(2), 166. https:// doi.org/10.21101/cejph.a4017
• Tsaklagkanou, L. A. A., & Creech, A. (2016). Una orquesta juvenil incluyente: Pedagogía, cuidado pastoral y ejecución musical. Revista Internacional de Educación Musical, 4, 85–94. https://doi.org/10.12967/RIEM-2016-4-p085-094
• Váradi, J. (2022). A review of the literature on the relationship of music education to the development of socio-emotional learning. SAGE Open, 12(1), 21582440211068501. https:// doi.org/10.1177/21582440211068501
• Veloso, A. L. (2016). Beyond the Orquestra Geração: The Manuela’s portrait, a youngster who dreamt with becoming a professional clarinetist. Revista Internacional de Educación Musical, 4 (1), 95–103. https://doi.org/10.12967/RIEM-2016-4-p095-103
• Welch, G. F., Himonides, E., Saunders, J., Papageorgi, I., & Sarazin, M. (2014). Singing and social inclusion. Frontiers in Psychology, 5, Article 803. https://doi.org/10.3389/fpsyg.2014.00803
• Whipple, J. (2004). Music in intervention for children and adolescents with autism: A meta-analysis. Journal of Music Therapy, 41(2), 90–106. https://doi.org/10.1093/jmt/41.2.90
• Wright, R. (2010). Democracy, social exclusion and music education: Possibilities for change. In E. Wright (Ed.), Sociology and music education (pp. 263–281). Routledge.
• Yun, Y.-B., & Kim, J.-E. (2013). The effects of the orff approach on self-expression, self-efficacy, and social skills of children in low-income families in South Korea. Child Welfare, 92(4), 123–158. https://www.jstor.org/stable/48623406
• Zarobe, L., & Bungay, H. (2017). The role of arts activities in developing resilience and mental wellbeing in children and young people a rapid review of the literature. Perspectives in Public Health, 137(6), 337–347. https://doi.org/10.1177/1757913917712283
• Zhang, J. D., Susino, M., McPherson, G. E., & Schubert, E. (2020). The definition of a musician in music psychology: A literature review and the six-year rule. Psychology of Music, 48(3), 389–409. https://doi.org/10.1177/0305735618804038384A.