Alexis Silver
Da Capo 2024
Introduction
VALUING
MUSIC
EDUCATION
01.
02.
03.
THE VALUE OF MUSIC IN EDUCATION: the association between academic and mental health outcomes and music.
THE VALUE OF TEACHING WITH VALUES: asking questions about what is important in teaching.
THE VALUE OF SELF-CARE AS A MUSIC TEACHER: some ideas on how to sustain ourselves through our careers.
This presentation is broken into three sections. First, we will look at Manitoba-based scientific data that shows the value of music in a learner’s education. Next, we will look at the idea of teaching with values, and engage in ‘think, pair, shares’. Lastly, we will look at the value of self-care and how it may be used as a tool to help us sustain and maintain a career in teaching. There is such value in what we do.
INTRODUCTION
THE SCIENCE PART
Alexis Silver
Da Capo 2024
Part 1
THE VALUE
OF MUSIC IN EDUCATION
The Association Between Music Education in High School and Academic and Mental Health Outcomes Among Grade 12 Students in Winnipeg, Manitoba from 2009/10-2017/18
Thesis by Susan Burchill (submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirements of the degree of MASTER OF SCIENCE Department of Community Health Sciences)
Abstract prepared by Alexis Silver (for Da Capo Conference, Brandon University)
Preface
‘Truthiness’ and
Arts for Art's Sake
Anecdotal conversations about how ‘music makes you smarter’ have been prevalent for years. Works have been published about the importance of Arts education for student well-being. As current and future educators, we know music is important in and of itself. The following thesis by Susan Burchill helps scientifically define, clarify, and demonstrate the benefits of music learning in connection to academic achievement and mental wellness within our own province.
Abstract
Objectives
This retrospective cohort study investigated the association between being enrolled in high school music courses and: i) academic outcomes ii) mental disorder diagnoses while adjusting for several health and social covariates.
Methods
Administrative health, education, and social services data housed by the Manitoba Centre for Health Policy (MCHP) were linked together to examine the relationship between the number of music courses taken and grade 12 mathematics and
Methods, continued
language arts achievement, graduation rates, and diagnosis with a mental disorder: ADHD, substance use disorder, mood or anxiety disorder, or any of these mental disorders.
Study Design
Setting
This was a retrospective cohort study that used health, education, and social services administrative data, and census data. The cohort consisted of 31 487 students attending school in Manitoba. Only students who attended a school offering music courses between the 2009/10 to 2016/17 school years were included in this study.
Data Sources
Registries
The databases used for this study are housed in the Manitoba Population Research Data Repository at MCHP. The data received by MCHP have been stripped of identifying information such as name and address and assigned a unique identifier. The data available for this study set a broad definition for music education which includes instrumental music, choir, composition, and music technology.
Databases
Part 1
Enrollment, Marks, and Assessments: to measure music course enrollment, grades 7 and 8 assessment results, achievement test scores in grade 12, and on-time graduation status
Manitoba Health Insurance Registry: to determine students with Manitoba Health coverage and basic demographic information using their scrambled Personal Health Identification Number (PHIN)
Medical Claims: to identify mental disorder diagnoses through physician visits
Databases
Part 2
Hospital Discharge Abstracts: to identify mental disorder diagnoses and date of diagnosis
Drug Program Information Network: to determine the use of mental disorder related prescription medications
Canada Census: to determine the area-level income quintile of the student at grade 8 completion
Databases
Part 3
Employment and Income Assistance (EIA) from the Social Allowances Management Information Network (SAMIN) database: to determine students living in a family receiving EIA
Child and Family Services Information System (CFSIS): to determine students who were in out-of-home care or whose families have received protection or support services from Child and Family Services (CFS).
Variables
Outcome Variables
Educational outcomes in grade 12: Data for final marks for grade 12 achievement test scores (mathematics and language arts) and on-time high school graduation were used. On-time graduation indicates that the student fulfilled the requirements for graduation within four years of starting grade 9.
Mental disorder diagnosis through grade 9-12: The first diagnosis of any of three mental disorders – Mood or Anxiety Disorders, ADHD, and Substance Use Disorder were examined from grade 9 to June 30 of the student’s on-time graduation year. The diagnosis and prescription drug codes used are listed in Appendix A of the thesis.
Results
Results
Taking any music courses was associated with higher marks on tests. Marks increase with the amount of music courses taken. The odds of graduating on time were also positively associated with taking music courses.
Results
Taking 3 or more music courses was associated with a decreased risk of being diagnosed with a substance use disorder (Hazard Ratio). For ADHD diagnosis rates, the statistically significant difference was for
Results
students taking 1-2 music courses compared with non-music students (stats in thesis). Some association was found between taking music courses and lessened mood or anxiety disorders.
Figure: Mathematics Achievement Test Scores
Figure: Language Arts Achievement Test Scores
Figure: On-Time Graduation Model
Table: Mental Disorder Diagnosis
Conclusion
Outcomes
Taking music courses was associated with better academic outcomes for grade 12 achievement tests as well as on-time graduation rates. Taking music courses was associated with a decreased risk of a substance use disorder or ADHD diagnosis, and some relationship with a diagnosis of a mood or anxiety disorder. The statistical significance of the relationship of sex and income level with these findings varied across academic and mental disorder outcomes.
Conclusion
Courses
Students who took multiple music courses over time were at statistically significantly decreased risk of receiving a substance use disorder diagnosis compared with students who did not take music courses. (Stats and variables outlined in thesis).
Study https://drive.google.com/file/d/1WnAOnPkc7jNBBX0Zpbzn6UYbTWrLfhK3/view?usp=sharing
THE TEACHER PART
Alexis Silver
Da Capo 2024
Part 2
THE VALUE
OF TEACHING WITH VALUES
IT’S CLEAR THAT MUSIC EDUCATION IS IMPORTANT. LET’S NOW LOOK AT THE DELIVERY METHOD.
GOOD TEACHING CONSISTS OF BASIC VALUES: EMPATHY, EQUITY, DIGNITY, FAIRNESS, RESPONSIBILITY, AND MORE.
THESE VALUES ARE FOUNDED ON THE ETHICS OF RELATIONSHIPS:
RELATIONSHIPS WITH PEOPLE; RELATIONSHIPS WITH LEARNING;
RELATIONSHIPS WITH MUSIC,
AND OUR RELATIONSHIPS WITH OURSELVES.
THINK, PAIR, SHARE
WHAT DO YOU THINK ARE CRUCIAL ‘VALUE’ NEEDS IN EDUCATION AT THIS TIME?
CONSIDER THIS, IN PARTICULAR, WITH A POST-COVID LENS.
01.
02.
03.
THE IMPORTANCE OF THE TEACHING PROFESSION AND TEACHER COLLABORATION
AN EMPHASIS ON STUDENT, YOUTH AND CHILDREN’S PARTICIPATION AND RIGHTS
PROTECTING THE SOCIAL SPACE OF THE SCHOOL IN THE TRANSFORMATION OF EDUCATION
GLOBAL IDEAS AND PRIORITIES HAVE SHIFTED POST-COVID.
(UNESCO) ‘IDEAS FOR ACTION’
OF THE NINE OUTLINED IDEAS, HERE ARE THREE WE MAY FIND INTERESTING TO CONSIDER, AS MUSIC EDUCATORS:
KIDS DO WELL
IF THEY CAN
(NOTE: DR. GREENE USES THE WORD “WANNA” A LOT, AND ONLY USES MASCULINE PRONOUNS FOR HIS EXAMPLES. IT’S ANNOYING, BUT THE MESSAGE IS EXCELLENT.)
WHAT VALUES DO YOU SEE AS CENTRAL IN DR. GREENE’S VIDEO?
HOW MIGHT THEY APPLY TO TEACHING AND COLLABORATION?
HOW MIGHT THEY APPLY TO STUDENTS’ RIGHTS?
THINK, PAIR, SHARE
THINK, PAIR, SHARE
HOW MIGHT COLLABORATIVE COURSES LIKE MUSIC ENCOURAGE STUDENT PARTICIPATION IN SCHOOL?
HOW DO YOU THINK MUSIC CLASSROOMS SUPPORT THE IDEA OF PROTECTIVE SOCIAL SPACES?
THE SELF-CARE PART
Alexis Silver
Da Capo 2024
Part 3
THE VALUE
OF SELF-CARE AS
A MUSIC TEACHER
THE CARE-TAKING OF STUDENTS IN A MUSIC PROGRAM TAKES ENERGY.
IT CAN TAKE A TOLL.
HOW CAN WE CONCURRENTLY CARE FOR OUR STUDENTS AND OURSELVES?
JULIE CHOBDEE (UNIVERSITY OF CALIFORNIA) OUTLINES SEVEN AREAS OF WELLNESS:
As musicians, perhaps we can add:
Social Wellness is the ability to relate to and connect with other people in our world; the ability to establish and maintain positive relationships with family, friends, and co-workers. Have you had uneasy experiences with colleagues?
Emotional Wellness is the ability to understand ourselves and cope with the challenges life can bring; the ability to acknowledge and share in a productive manner feelings of anger, fear, sadness, stress, hope, love, joy, and happiness. Have you ever had one of those rehearsals?
Spiritual Wellness is the ability to establish peace and harmony in our lives; the ability to develop congruency between values and actions, and to realize that a common purpose binds us together. Have you ever felt for periods of time that you’ve lost touch with the core values that brought you into the music- teaching profession?
Environmental Wellness is the ability to recognize our own responsibility for the quality of the air, the water, and the land that surrounds us; the ability to make a positive impact on our environment, be it our homes, our communities, or our planet. Have you ever felt that your teaching/learning space needs attention?
Occupational Wellness is the ability to derive personal fulfillment from our jobs while still maintaining balance in our lives. It is connected to our desire to contribute in our careers, to make a positive impact on the organizations we work in, and to society as a whole. How do you find your “balance”?
Intellectual Wellness is the ability to open our minds to new ideas and experiences which can be applied to personal decisions, group interactions, and community betterment. It is an outgrowth of the desire to learn new concepts, improve skills, and seek challenges in pursuit of lifelong learning. Does your school/district/association plan great professional development activities?
Physical Wellness follows from maintaining a healthy quality of life that allows us to get through our daily activities without undue fatigue or physical stress; from recognizing that our behaviours have a significant impact on our wellness, and adopting healthful habits while avoiding destructive habits. How often do you find time to exercise?
Musical Wellness is the ability to feel that we are musicians at our core; the desire to contribute to a community or semi-professional ensemble; to sit down and play our instrument with passion and mastery. If you’re getting all of your musical kicks from your level 3 concert band, perhaps you’re not experiencing all that music has to offer.
Resources for Support:
Brené Brown suggests, “True belonging happens when we present our authentic, imperfect selves to the world. Our sense of belonging can never be greater than our level of self- acceptance.” Self-care certainly should not become something else to ‘add to our list’.
AMY JEN SU (PARAVIS PARTNERS LLC) OFFERS THE FOLLOWING:
Define self-care more broadly: the heart of self-care is the relationship and connection to ourselves and others. It means that we are attuned to, and understand, what we need to be our most authentic selves.
Take out the word “should”: the intent of self-care is not to add more to an already full plate, or to create a reason to beat ourselves up.
Try to operationalize self-care at work:
If time permits, let’s try something fun…
Suggest a word, any word, or phrase and we will find it as a song title at:
01.
02.
03.
THE VALUE OF MUSIC IN EDUCATION: the association between academic and mental health outcomes and music.
THE VALUE OF TEACHING WITH VALUES: asking questions about what is important in teaching.
THE VALUE OF SELF-CARE AS A MUSIC TEACHER: some ideas on how to sustain ourselves through our careers.
This morning, we looked at scientific data which showed the value of music in a learner’s education. Next, we looked at the idea of teaching with values, and engaged in conversation. Lastly, we looked at the value of self-care and how it may be used as a tool to help us sustain and maintain a career in teaching.
There is value in Music Education.
CONCLUSION
THAT’S THE END