Understanding the impact of an after‐school music program with engaged underserved youth

Sheltzer, Joshua M.; Consoli, Andrés J.

doi:10.1002/jcop.22193

Cited by 5 publications

(2 citation statements)

References 25 publications

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“…Higher vocational vocal teaching is not only aimed at cultivating students' musical skills, but more importantly, it is to comprehensively improve students' overall quality through the study and practice of musical art [7][8]. However, with the diversification of social needs and the new requirements of talent cultivation, how to combine higher vocational vocal music teaching with modern education's goal of three-pronged education has become an urgent problem to be solved [9]. Through the teaching of vocational vocal music in higher vocational institutions, students can not only acquire musical knowledge and skills but also cultivate their aesthetic quality, creative ability, and emotional attitude [10].…”

Section: Introductionmentioning

confidence: 99%

Classification of Styles and Expressive Characteristics in Higher Vocals Teaching - Based on Emotional Calculation Approach

Liu

2024

Applied Mathematics and Nonlinear Sciences

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Higher vocational vocal music teaching not only lies in enhancing students’ grasp of notes but also in deep emotional expression and emotional transmission. How to realize the precise classification of emotions expressed by musical style and features is an urgent problem to be solved. In this paper, starting from the classification of acoustic features and music styles, the STFT algorithm is used to extract the music features, and the music emotion model is constructed by combining the two-dimensional emotional psychological model. Based on the Turkish music emotion dataset, the acoustic data are preprocessed by using methods such as frame splitting, pre-emphasis, windowing, and mute frames, a deep confidence network extracts the music features, and the SVM model is introduced to establish the emotion classification model of music style and expression features. To verify the effectiveness of the model, this paper uses the dataset to analyze the music style and emotion classification dimensions, respectively. It is found that the classification accuracy of the Renaissance music category in classical music reaches 97.94%, and the accuracy of the music emotion classification of the model when the music data preprocessing slice granularity is 5 s is 0.838. The DBN-SVM model can realize the emotion classification of the music style and expression characteristics, which can provide a reference for the teachers to carry out targeted vocal music teaching and for the students to realize the release of emotion and emotional resonance when singing in vocal music. It provides a reference for teachers to carry out targeted vocal music teaching and for students to realize emotional release and resonance during vocal singing.

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Section: Introductionmentioning

confidence: 99%

Classification of Styles and Expressive Characteristics in Higher Vocals Teaching - Based on Emotional Calculation Approach

Liu

2024

Applied Mathematics and Nonlinear Sciences

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“…As well, they are less likely to consume alcohol or smoke cannabis, and more likely to volunteer or be involved in community service [27]. In some jurisdictions, the individual clubs have also been independently evaluated, providing additional insights into their positive impacts on school attendance and achievement [28], identity development and social skills [29], and family engagement in youth development [30]. These are important findings for the American clubs, but may not reflect the reality of the Canadian ones.…”

Section: Introductionmentioning

confidence: 99%

A Longitudinal Cohort Study of Participation in the Boys & Girls Clubs of Winnipeg

Enns

Nickel²,

Château³

et al. 2022

IJPDS

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IntroductionOut-of-school or after-school programs are designed to support healthy behaviours, boost academic achievement and strengthen social skills. The Boys and Girls Clubs of Winnipeg (BGCW) in Manitoba, Canada, have been offering out-of-school programs to children and adolescents in low-income neighbourhoods for more than 40 years. Many BGCW participants face considerable risk of poor health, social and educational outcomes due to challenges they experience at home, in school and in their communities. ObjectiveWe examined whether BGCW participation among children and adolescents aged 5-18 is associated with improved school outcomes and lower risk of justice system encounters and adverse health outcomes. MethodsWe linked de-identified data on BGCW participation for children and adolescents born 1987-2010 to administrative data from the healthcare system, education system, and social services in the Population Research Data Repository, Manitoba Centre for Health Policy. The exposure group (n = 8,990$) included children and adolescents who visited BGCW at least once from 2005—2016. The comparison group (n = 69,980) comprised children and adolescents matched on school year and neighbourhood who had never participated in BGCW. ResultsParticipation in BGCW was significantly associated with better scores in grade 3 numeracy and grade 7 student engagement assessments. The risk of justice system encounters among adolescents (aged 12—17) dropped as the frequency of BGCW participation increased, as did justice system encounters among young adults (aged 18—24) who had participated in BGCW as adolescents. The likelihood of teen pregnancy among female adolescents (aged 13—19) and sexually transmitted infections among adolescents (aged 13—19) also declined as the frequency of participation in BGCW increased. ConclusionsThe findings suggest that participation in BGCW is associated with positive outcomes for children and adolescents in multiple domains and despite socioeconomic and family challenges faced by many in this population.

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A mixed methods systematic review on the effects of arts interventions for children and young people at‐risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review

Mansfield,

Daykin,

O'Connell

et al. 2024

Campbell Systematic Reviews

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BackgroundYoung people who enter the justice system experience complex health and social needs, and offending behaviour is increasingly recognised as a public health problem. Arts interventions can be used with the aim of preventing or reducing offending or reoffending.Objectives1. To evaluate evidence on the effectiveness and impact of arts interventions on keeping children and young people safe from involvement in violence and crime. 2. To explore factors impacting the implementation of arts interventions, and barriers and facilitators to participation and achievement of intended outcomes. 3. To develop a logic model of the processes by which arts interventions might work in preventing offending behaviours.Search MethodsWe searched AMED, Academic Search Complete; APA PsycInfo; CINAHL Plus; ERIC; SocIndex; SportDiscus, Medline, CENTRAL, Web of Science, Scopus, PTSDPubs and Performing Arts Periodicals Database, Sage, the US National Criminal Justice Reference Service, the Global Policing and British Library EThOS databases, and the National Police Library from inception to January 2023 without language restrictions.Selection CriteriaWe included randomised and non‐randomised controlled trials and quasi‐experimental study designs. We included qualitative studies conducted alongside intervention trials investigating experiences and perceptions of participants, and offering insight into the barriers and facilitators to delivering and receiving arts interventions. We included qualitative and mixed methods studies focused on delivery of arts interventions. We included studies from any global setting. We included studies with CYP (8–25 years) who were identified as at‐risk of offending behaviour (secondary populations) or already in the criminal justice system (tertiary populations). We included studies of interventions involving arts participation as an intervention on its own or alongside other interventions. Primary outcomes were: (i) offending behaviour and (ii) anti‐pro‐social behaviours. Secondary outcomes were: participation/attendance at arts interventions, educational attainment, school attendance and engagement and exclusions, workplace engagement, wellbeing, costs and associated economic outcomes and adverse events.Data Collection and AnalysisWe included 43 studies (3 quantitative, 38 qualitative and 2 mixed methods). We used standard methodological procedures expected by The Campbell Collaboration. We used GRADE and GRADE CERQual to assess the certainty of and confidence in the evidence for quantitative and qualitative data respectively.Main ResultsWe found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of or who have offended for any outcome. Qualitative evidence suggested that arts interventions may lead to positive emotions, the development of a sense of self, successful engagement in creative practices, and development of positive personal relationships. Arts interventions may need accessible and flexible delivery and are likely to be engaging if they have support from staff, family and community members, are delivered by professional artists, involve culturally relevant activity, a youth focus, regularity and a sustainable strategy. We found limited evidence that a lack of advocacy, low funding, insufficient wider support from key personnel in adjacent services could act as barriers to success. Methodological limitations resulted in a judgement of very low confidence in these findings.Authors' ConclusionsWe found insufficient evidence from quantitative studies to support or refute the effectiveness of arts interventions for CYP at‐risk of offending or who have offended for any outcome. We report very low confidence about the evidence for understanding the processes influencing the successful design and delivery of arts interventions in this population of CYP and their impact on behavioural, psychosocial, cognitive and offending outcomes.

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Understanding the impact of an after‐school music program with engaged underserved youth

Cited by 5 publications

References 25 publications

Classification of Styles and Expressive Characteristics in Higher Vocals Teaching - Based on Emotional Calculation Approach

Classification of Styles and Expressive Characteristics in Higher Vocals Teaching - Based on Emotional Calculation Approach

A Longitudinal Cohort Study of Participation in the Boys & Girls Clubs of Winnipeg

A mixed methods systematic review on the effects of arts interventions for children and young people at‐risk of offending, or who have offended on behavioural, psychosocial, cognitive and offending outcomes: A systematic review

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