1
Research Proposal: Instrumental Music Program
Benefits on Student Achievement and Success
By
Lisa Hollenbeck
EDU 505 – Action Research
Prof. Faith Maina – SUNY Oswego
May 2, 2007
2
Abstract:
Student’s involved in Instrumental music programs achieve higher success in
core academic subjects than students who are not involved in instrumental music
programs. This research will aid in the support to continue and develop strong
instrumental music programs in the public school system. The preliminary
findings of my research show that the greater the involvement in instrumental
music and arts programs the greater the impact on SAT achievement scores. My
preliminary findings are the instrumental music program student involvement
positively affects student achievement.
Introduction:
The number one issue of state mandated testing has been reduced budgets and
time limitations placed on programs in the arts. The unspoken message to
students regarding music and high stake-tests is that the arts, a core subject as
defined by the No Child Left Behind Act, are not important. From my experience,
I have found that music has a profound impact on student achievement through
out academic subjects. I feel that skills used in instrumental music programs,
such as time management, thinking skills, social skills, discipline, motivation
along with the reading, language and mathematic skills developed through
instrumental music directly impact the achievement of students in other core
subject results. My primary purpose in researching this topic is to provide
evidence to support Instrumental music programs fighting to retain instrumental
music programs during the public school day along the continued funding
necessary to run a successful program.
Research Context:
My research goal is to prove that instrumental music impacts student success
outside of the music classroom in other academic areas. My goal is to provide
3
evidence to support arts advocacy to continue support to instrumental music
programs, which are still functioning and provide support to instrumental music
programs that are in decline due to the effects of the No Child Left behind Act.
Castro and Janc’s, study reported decreases in instructional time for the arts and
especially large decreases in high-minority schools. The range of decreases was
found between twenty-five to forty-two percent in instructional time for the arts,
with over a third of the forty-two high-minority schools expecting large future
decreases.(Zastrow, 2004, pg 7-8) This is very disturbing as the student’s with
less are loosing more important resources to assist them in their struggle to
succeed in the public school system today. The decrease also affected lowminority schools, but not as drastic. This makes my study of the positive affects
on music especially important. There is a gap in the research, which needs to be
filled, so that administrators can make more accurate measures to increase
important test results in reading and math. There are profound effects of reducing
instruction in other core areas of instruction to try to increase the score results in
another.
The methodology used for this research combined a mail survey of 956
elementary and secondary public school principals in four states along with focus
groups of principals from across the United States. The mail survey’s were sent
to a stratified random sample of 3000 principals in Illinois, Maryland, New
Mexico, and New York. Each survey was accompanied by a cover letter
explaining its purpose. Principals in the sample also had the option to complete
the identical survey on line. The 956 returned surveys, yielded a response rate of
approximately 32%: 417 surveys were returned from Illinois, 155 from Maryland,
56 from New Mexico and 310 from New York. The remaining 18 surveys included
no information about state of origin and were not included in the state-by-state
analysis. Two focus groups sessions were conducted in Washington, DC: one
with elementary school principals and one with secondary school principals.
Principals were from across the country and engaged in open discussions
concerning recent changes to their school curriculum. (Zastrow, 2003, pg.32)
4
Ruppert, describes in non-technical terms how study of the arts contribute
to academic achievement and student success. It offers impartial, to-the-point
reporting of the multiple benefits associated with students’ learning experiences
in the arts and based on sound educational research. (Ruppert, 2006, pg. 2) One
benefit of this study is the use of current research and resources. There has not
been a lot of research performed in the field of instrumental music and this can
be a challenge to the collection of current information and materials, which are
pertinent to performing research in music. It is very encouraging that the National
Assembly of State Arts Agencies, Arts Education Partnership, National
Endowment of the Arts, and the Music Educators National Association are
strongly encouraging and supporting the need for research in the arts and
specifically in my case providing sources to support instrumental music.
When I began looking at my topic and the No Child Left Behind Act,
and actually read the Act. I found that the Arts, including instrumental music, are
considered a core subject area. In fact, the NCLB Act states, that the arts share
equal importance with reading, math, and science, as a core academic subject.
“In fact the arts, can contribute to improved student learning outcomes.”(Ruppert,
2006, pg.1) With the emphasis, on literacy and math to achieve passing score
levels for schools to achieve adequate yearly progress I feel there is an
unconscious lack of importance placed on arts education. . I also feel individuals
do not realize that music is considered a core subject, hence the reductions of
music budgets, reducing time for music programs, or lose of instrumental music
5
programs is a dangerous path to walk down if we want students to achieve
success.
“Shifting priorities and budget cuts are quietly reducing and diminishing
opportunities for students to participate in high-quality arts instruction and
activities, and adversely affecting low-income families children, who are less
likely to be consistently involved in arts activities or instruction than children from
high-income families.”(Ruppert, 2006, pg 1)
There is support for the arts in various locations. Some states to have
taken some steps to encourage arts education. “Forty-nine states have
established content and/or performance standards that outline what a student
should know and be able to do in one or more of the various art forms and fortythree states require schools or districts to provide arts instruction.”(Ruppert,
2006, pg 1) It has also been found that, “schools integrating the arts into the
curriculum as part of a comprehensive education reform strategy are
documenting positive changes in the school environment and the improvement of
student performance.”(Ruppert, 2006, pg, 6)
“American’s in a New Harris Poll revealed that strong
support for arts education. Ninety-three percent of
Americans agree that arts are vital to providing a wellrounded education for children. Eighty-six percent, agree an
arts education encourages and assists in the improvement of
a child’s attitude toward school. Eighty-three percent believe
that arts education helps teach children to communicate
effectively with adults and peers. Seventy-nine percent
agree incorporating the arts into education is the first step in
adding back what is missing in public education today. Fiftyfour percent rate the importance of arts education as a ten
on a ten-point scale. Seventy-nine percent believe that it’s
important enough for them to get personally involved in
increasing the amount and quality of art
education.”(Americans for the Arts, 2005)
6
So, if so many individuals strongly support education and the results
documents positive results from arts inclusion in school curriculums of
instruction, why are instrumental music programs being reduced and how can
individuals become better educated as to the positive effects of arts programs
such as instrumental music? I hope my research will help to educate society
about the positive effects, which the arts and specifically instrumental music has
upon student performance in the public school system.
There are various ways that music is having an impact on student
success. “Music students are outperforming non-music students on the
Scholastic Aptitude test (SAT). College-bound seniors with coursework or
experience in music performance scored 52 points higher on the verbal portion
and 37 points higher on the math portion of the SAT than students with no
coursework or experience in the arts.” (Ruppert, 2006,pg 9)
To establish Instrumental music as a motivation for success,
I have drawn resources from, “Understanding the Linkages
between Music Education and Educational Outcomes a report,
which used surveys developed by Harris Interactive and directed by
the Music Educators National Conference.
• As the percentage of students enrolled in a music class increases,
so does the graduation rate of the school
• For those who say their music program is stable or growing,
graduation rates are directionally better than those who say their
music program is eroding
• Those schools that have awards for their music classes and/or
performing groups have higher overall graduation rates than
schools than have not won awards for music program
• Those schools that offer music classes with a clear sequence of
knowledge and mastery have higher overall graduation rates than
schools that do not follow this path
7
• Those schools that have credentialed music teachers have much
higher graduation rates than those schools that do not have a full
credentialed music staff”(MENC, 2007)
Research Questions:
My question is to determine if student’s involvement in instrumental
music programs is beneficial to their success in academic areas compared to
non-arts students. The prior research shows that SAT scores are impacted by
student involvement in the arts. The highest impact is seen when students are
involved in performing arts, which include orchestra, band, and chorus. My
research is relevant in relationship to the goal of viewing the implications, which
instrumental music involvement and participation have upon high-stake test
results dictated by the No Child Left Behind Act. Research of instrumental
music’s impact has not been performed in regards to high-stake tests mandated
by the NCLB Act.
Research Methods:
In this section, I will discuss the methods I will use for my research.
My research focuses on the success of students on high-stakes tests from
grades ten, eleven, and twelve. Grades from the previous years high-stake tests
will be logged into Excel to determine the mean scores of students grouped into
the categories of Instrumental music, Instrumental music and other arts, Nonmusic, Visual arts, Choir, and Drama/Theatre by grade level of students and
8
displayed in a pie and chart format. The students will be drawn from the Oswego
High School in Oswego, New York. Participation in this study will be voluntary
and participants will be anonymous. My sampling will be from individual students
in grade tenth through twelfth grade. I will invite my desired sample to participate
by providing a cover letter explaining the purpose of the study and a permission
slip for parents/guardians to sign and return to the high school. To be ethical all
students will be anonymous, as I will only be viewing high-stake test grades
grouped by grade level and arts participation classification.
Validity:
I am only using one source of data collection to provide evidence for my
research. I therefore am hoping that the population, which I will be drawing from,
will be a large number of students. I will be using a mean score of high-stake test
scores to give a clear representation of each student classification to provide a
more balance presentation of data. Because high-stake test are an observation
of one moment in time students results may vary due to personal circumstances.
I am therefore observing three grade levels to view a large cross section of
individuals.
Preliminary Results:
My preliminary findings are that majorities of instrumental music students
are more successful in academic areas outside of instrumental music than non-
9
instrumental. Arts students will also score higher than non-instrumental students
will, but not as high as instrumental music students and participants. My
preliminary thoughts about the study are determined from my personal
experiences as a student, a teacher, and through general discussions involving
other music teacher’s general thoughts and observations involving my research.
Implications:
The implications of this research are important to anyone interested in the
success of society and our student who will make up our future society. If this
study is not done, the effects of instrumental music programs being reduced
could negatively affect the outcomes of success our government has defined as
the necessary grades to produce and promote success for students, parents,
teachers, and administrators in public school systems through out the country.
The impact of losing instrumental music programs would be felt for generations,
as educators would reduce the number of professionals to be trained in
instrumental music. Students success would be impacted through out the period
of rebuilding educated professionals and achievement of students would be
reduced.
10
Bibliography:
Americans for the Arts (2005), “New Harris Poll Reveals That 93% of Americans
Believe That the Arts are Vital to Providing a Well-Rounded Education,” News
Release, Retrieved on February 26, 2007 from http://www.artsusa.org
Arts Education Partnership (2005), No Subject Left Behind: A Guide to Arts
Education Opportunities in the 2001 NCLB Act. Washington, DC: AEP.
Barry, N., Taylor J., & Walls K. (2002), “The Role of the Fine and Performing Arts
in High School Dropout Prevention.” Critical Links: Learning in the Arts and
Student Achievement and Social Development, Washington, DC: AEP.
Bloom B., B. Mesia, and D. Krathwohl (1964). Taxonomy of Educational
Objectives (Vol.1 & Vol. 2). New York. David McKay.
Catterall, J.S. (2002), “Involvement in the Arts and Success in Secondary
School.” Critical Links: Learning in the Arts and Student Achievement and Social
Development, Washington, DC: AEP.
Catterall, J. S., Chapleau R., & Iwanaga J. (2002), “Involvement in the Arts and
Human Development: Extending an Analysis of General Associations and
Introducing the Special Cases of Intensive Involvement in Music and Theatre
Arts.” Critical Links: Learning in the Arts and Student Achievement and Social
Development, Washington, DC: AEP.
Daugherty, J. F. (1996) Why Music Matters: The Cognitive Personalism of
Reimer and Elliot, Australian Journal of Music Education,1996, No.1: 29-37,
retrieved online on February 23, 2007 at
http://web.ku.edu/~cmed/private/daugherty.html
Dave R. (1970) Psychomotor levels. In Developing and Writing Behavioral
Objectives. Armstrong RJ, ed. Tucson, AZ :Educational Innovators Press.
Deasy, R. J. (editor) (2002), Critical Links: Learning in the Arts and Student
Achievement and Social Development, Washington, DC:AEP.
Deasy, R. J., “Don’t Axe the Arts!” National Association of Elementary School
Principals, Volume 82, Number 3 (Jan/Feb 2003).
11
Diamond, M. & Hopson, J. (1998). Magic trees of the mind: How to nurture your
child's intelligence, creativity, and healthy emotions from birth to adolescence.
New York: Plume.
Elliott, D. (1995). Music Matters: A New Philosophy of Music Education. New
York: Oxford University Press.
Gardiner, M., Fox, A., Knowles, F, & Jeffrey D.(1996) Learning improved by Arts
training. Nature.
Goodman, J. R. (2002), “A Naturalistic Study of the Relationship between
Literacy Development and Dramatic play in Five-Year-Old Children.” Critical
Links: Learning in the Arts and Student Achievement and Social Development,
Washington, DC: AEP.
Hassler, M., Birbaumer, N. & Feil, A. (1985). Musical talent and visual-spatial
abilities: a longitudinal study. Psychology of Music, 13, 99-113.
Herbert, D. (2004), “Finding the Will and the Way To Make the Arts a Core
Subject: Thirty Years of Mixed Progress,” The State Education Standard, Vol. 4,
Number 4, Washington, DC: National Association of State Boards of Education.
Kennedy, J. R. (2002), “The Effects of Musical Performance, Rational Emotive
Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of
Juvenile Delinquents and Disadvantaged Children.” Critical Links: Learning in the
Arts and Student Achievement and Social Development, Washington, DC: AEP.
Jacobson, L. (1998). Education policymakers embrace brain findings. Education
Week.
Lamb, S. J., & Gregory, A. H. (1993). The relationship between music and
reading in beginning readers. Educational Psychology, 13 (1).
Murfee, E. (1995), Eloquent Evidence: Arts at the Core of Learning: Washington
DC: National Assembly of State Arts Agencies.
Nelson, C. A. (2002), “The Arts and Education Reform: Lessons from a FourYear Evaluation of the A+ Schools Programs, 1995-1999.” Executive Summary.
In Deasy, R. J. (Ed) Critical Links: Learning in the Arts and Student Achievement
and Social Development, Washington, DC: AEP.
Music Educators National Conference, “Facts about Music and Music Education”
retrieved online on February 25, 2007 at
http://www.aps.edu/aps/taft/Band/Music_facts.html
12
Music Educators National Conference, “ Understanding the Linkages Between
Music Education and Educational Outcomes” retrieved online on February 25,
2007 at http://www.syta.org/uploads/Stat-Research/MENCResearchFindings.pdf
Page, A. (2002), “Children’s Story Comprehension As a Result of Storytelling and
Story Dramatization: A Study of the Child As Spectator and Participant.” In
Deasy, R. J. (Ed.), Critical Links: Learning in the Arts and Student Achievement
and Social Development, Washington, DC: AEP.
Rauscher, F.H. , Shaw, G.L. & Ky, K.N. (1993). Music and spatial task
performance. Nature, 365, 611.
Rauscher, F.H., Shaw, G.L.,Levine, L.J. & Wright, E.L. (1993). Pilot study
indicates music training of three-year-olds enhances specific spatial reasoning
skills. Paper presented at the Economic Summit of the National Association of
Music Merchants, Newport Beach, CA.
Reimer, B. (1989). A Philosophy of Music Education. Second edition. Englewood
Cliffs, NJ: Prentice-Hall, Inc.
Ruppert, S. (2006). Critical Evidence, How the ARTS Benefit Student
Achievement. National Assembly of State Arts Agencies: National Endowment
for the Arts.
The College Board, Profile of College-Bound Seniors National Report for 2001,
2002, 2004, and 2005. Retrieved online on April 20, 2007 at
http://www.menc.org/information/advocate/sat.html
Vaughn, K. (2002), “ Music and Mathematics: Modest Support for the OftClaimed Relationship.” Critical Links: Learning in the Arts and Student
Achievement and Social Development, Washington, DC: AEP.
Vaughn, K. & Winner E. (2002), “SAT scores of Students Who Study the Arts:
What We Can and Cannot Conclude and the Association.” Critical Links:
Learning in the Arts and Student Achievement and Social Development,
Washington, DC: AEP.
Von Zastrow, C. & Janc, H (2004). Academic Atrophy. The Condition of the
Liberal Arts in America’s Public Schools: Council for Basic Education.
13
Appendix A
Month
January
February - April
March 2007
Timetable for Research
Activity
Selecting Topic
Critical Review of Literature
Action Research Proposal
Present Research Proposal
May 2007
May 2007
Talked to High School about
procedure to gain approval
for research
Comments
Think about issues I’m
concerned with at school
Use ERIC database to
search for related literature
and search Penfield library’s
materials
Create research questions
Detail research methods
PowerPoint presentation
Obtain approval from the
Campus Human Subjects
Committee on surveys
Fill out paperwork for High
school Approval
14
June 2007
Submit Research proposal
to Oswego High School
July 2007
Attend Board of Education
Meeting
September- December
2007
Collecting Data
Submit research paperwork
to second floor office at the
Board of Education,
Oswego, NY
Gain Approval of Board of
Education, Oswego, NY
Obtain grades for high-stake
tests from Oswego High
Schools Counseling
Department
Analyze data from all
questionnaires
December 2008
Analyze Data
Key Idea Identification of
2003 Math Assessment
February-May 2008
May 2008
Write up Results
Presentation of Thesis
Write up action plan using
results of research
PowerPoint Presentation of
Thesis project (Lit. review &
Research methods)
15
Appendix B
Consent Letter to Oswego School District
Dear Sir or Madam:
My name is Lisa Hollenbeck. I am currently working on my master thesis
at SUNY Oswego. To finish my graduate program, I need to research and
complete my thesis by May 2008.
I will be comparing grades from high stake tests between instrumental
music students, other arts areas, and non-instrumental music students. I will not
need any access to identities other than if students are involved in any of the
various arts activities available at the Oswego High School.
My Action Research has been approved by the Faculty Research
Committee on Human Subjects of the State University of New York at Oswego.
By participating in this research, I will be observing the effects of
participation in instrumental music, other participation in arts, and nonparticipation in arts programs in relationship to test results on high-stake tests. It
is my intention to release a summary of my study to all participants. I hope my
study will positively affect arts programs support to increase student achievement
in non-arts area’s of study.
Your participation in this research is voluntary. If you have any questions
about your rights as a subject, please contact the Human Subjects Committee,
SUNY Oswego.
Sincerely,
Lisa Hollenbeck
Curriculum and Instruction, Graduate Student
I have read the above statement about the purpose of the nature of the study,
and I freely consent to participate.
_________________________
Participant’s Signature
________
Date
_________________________ __________
Researcher’s Signature
Date
***Please send back the signed portion of the consent letter
16
Appendix c
Request for Permission from Parents
Dear Parent/Guardian,
My name is Lisa Hollenbeck, and I am an alumni of the Oswego High School School
district. I have been a professional musician in the United States Marine Band and also a
music teacher in New York and Maryland. This year I will be conducting some research
for the completion of my master’s degree at SUNY Oswego in Curriculum and Instruction
to become certified as an Instrumental Music Teacher in NY state.
I would like to use students high-stake test grade results this year as data for my
research and would, therefore, like your permission to use your child’s grade’s in my
study.
I assure you that confidentiality will be maintained and your child will not be identified by
me in any way.
If I have permission to use _____________________________ high-stake grade results
for my research, please return this form with our approval.
Sincerely,
Lisa Hollenbeck
I grant permission for the use of __________________________________
High-stake test grade results in research conducted during the 2007-2008 by
Master’s Degree Student, Lisa Hollenbeck. I understand that every good faith
effort will be made to maintain confidentiality in any reports of this research; I
understand that if I do not grant this permission, my child will not be denied any
educational opportunity.
___________________________
Parent/Guardian
***Please send back the signed portion of the consent letter
_______________
Date
17