Beyond music: Emotional skills and its development in young adults in choirs and bands

Abstract

Latest studies point out the importance of emotional competencies in young people’s education. Music is closely linked to people’s personal development and the evidence suggests that there are differences in young people who participate in group music-making activities and young people who do not. In the present study we analysed the socioemotional profile of sample of Spanish adolescent musicians who sang in choirs or played in bands. A total of 660 adolescent musicians and 655 non-musicians participated in the study, which evaluated emotional competencies, life satisfaction, motivation to study and capacity of leadership. At the same time, an ad hoc questionnaire was also administered to the musicians to obtain their academic musical profile. The results of the study show statistically significant differences between musicians and non-musicians in all measured variables, and suggest that, in line with previous research, belonging to a musical ensemble, such as choirs and bands, is related with the development of many skills as well as self-perception. Furthermore, it promotes the development of socioemotional competencies, motivation and leadership.

Educational Psychology-Based Strategy for Instrumental Music Teaching in Normal College

“…Teaching strategy includes five parts: learning theory, teaching elements, curriculum elements, teaching process, and teaching mode. Teaching elements include teaching objectives, content, methods, and resources ( Ros-Morente et al, 2019 ). Curriculum elements include teachers, students, teaching materials, and environment.…”

The effects of setting and music on the intention to participate in out-of-school music classes: An experimental video vignette study

“…The important role of music in adolescence has been an issue of interest, particularly, since in the 20th century, youth culture has increasingly been taken into consideration (Ros-Morente, Oriola-Requena, Gustems-Carnicer, & Filella Guiu, 2019). However, when it comes to the significance of music in the lives of young people, a distinction between active and passive participation must be made: While 95% of young people report listening to music, only about a quarter play an instrument themselves (Grgic & Züchner, 2013; Lamont, Hargreaves, Marshall, & Tarrant, 2003; Medienpädagogischer Forschungsverbund Südwest, 2018).…”

Emotional Training and Modification of Disruptive Behaviors through Computer-Game-Based Music Therapy in Secondary Education

“…Authors, such as Merriam, describe that, in the mid-twentieth century, "there is no other human cultural activity that is as permeating as music, which reaches, shapes, and often controls many of human behaviors" [11] (p. 43). Although brief, this saying condenses much of the knowledge and experiences regarding the capabilities of music, as multiple investigations already exist regarding evidence of the transforming power of music, its many diverse aspects, and relationship with learning-such as visual and auditive memory [12,13], auditive perception [14][15][16], creativity [17], motivation [18], or cognitive development [12,15,19]-as well as personal characteristics, such as social inclusion and pro-social behaviors [15,20], psychological well-being [21][22][23], and personal development [24][25][26].…”