The purpose of this paper is twofold. First, it outlines an author-developed school orchestra model. Second, it describes students’ perceptions of their orchestra experiences after model implementation in terms of program satisfaction, personal and social experiences, and learning motivation. The orchestra program was implemented in 77 elementary schools over the course of a full school year. The model includes procedures for setting up and managing a school orchestra including teaching curriculum, learning repertoire, and networking the resources. For the students’ perceptions of the orchestra experiences, 593 elementary students from 15 schools were randomly selected from the orchestra model schools, and were asked to complete a survey at the end of the one-year implementation. Students reported satisfaction with the orchestra program, positive personal and social experiences, and learning motivation. The results indicate that school orchestra programs can provide meaningful opportunities for students to gain positive experiences in self-confidence, actualization, building relationships, listening skills, motivation for participation and academic achievement.
|Number of pages||17|
|Journal||International Journal of Education and the Arts|
|State||Published - 30 Dec 2016|
Bibliographical noteFunding Information:
A total of 77 schools received funding from the Ministry of Education for setting up the initial program, which included establishing a desirable physical environment for the student orchestra and purchasing instruments. The schools were selected by examining three criteria: First, the regional characteristics of each school’s location, including the student population’s socioeconomic level, the degree of cultural disadvantage, and the regional remoteness; Second, the educational environment, specifically each school’s resources and infrastructure related to the arts education; and last, the school’s capacity and eagerness to maintain the school orchestra through active resource networking.
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