Research
List of Sources:
National Association for Music Education: Social Emotional Impact
Bright Horizons- Children and Music: Benefits of Music in Child Development
Child Development Institute: Music Is an Important Ingredient for Child Development and Parent-Child Relationships
Music Interventions and Child Development: A Critical Review and Further Directions
Creech, A. (2012). Interpersonal behaviour in one-to-one instrumental lessons: An observational analysis. British Journal of Music Education, 29(03), 387–407
Darrow, A. Novak, J. Swedber, O. Horton, M. Rice, B. (2009). The Effect of Participation in a Music Mentorship Program on the Self Esteem and Attitudes of At-Risk Students. Australian Journal of Music Education, n2 p5-16 2009. https://eric.ed.gov/?id=EJ912418
Evans, P., & McPherson, G. E. (2014). Identity and practice: The motivational benefits of a long-term musical identity. Psychology of Music [Online First]. doi: 10.1177/0305735613514471
Hendricks, K. S. (2013). Changes in self-efficacy beliefs over time: Contextual influences of gender, rank based placement, and social support in a competitive orchestra environment. Psychology of Music, 42, 347–365.
Hickey, M., & Webster, P. (2001). Creative Thinking in Music. Music Educators Journal, 88(1), 19–23. https://doi.org/10.2307/3399772
Juslin, (2003). Five facets of musical expression: a psychologist’s perspective on music performance. Psychology of Music. Society for Education, Music and Psychology Research vol 31(3) p. 273-302. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.112.208&rep=rep1&type=pdf
Perry, B. (2016). The Brain Science Behind Student Trauma Stress and trauma inhibit students' ability to learn. Education Week. http://68.77.48.18/RandD/Education%20Week/The%20Brain%20Science%20Behind%20Student%20Trauma%20-%20Perry.pdf
Resnicow, J.E., Salovey, P., Repp, B.H.(2004). Is Recognition of Emotion in Music Performance an Aspect of Emotional Intelligence?. Music Perception 22 (1): 145–158. doi: https://doi.org/10.1525/mp.2004.22.1.145
Rickard, N. S., Appelman, P.,James, R., Murphy, F., Gill, A., Bambrick, C. (2012). Orchestrating life skills: The effect of increased school-based music classes on children’s social competence and self-esteem. International Journal of Music Education. Vol 31(3), p.292-309 https://journals.sagepub.com/doi/abs/10.1177/0255761411434824
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161–1176. https://doi.org/10.1037/0022-3514.72.5.1161
Wong, Jessica. “How Choral Music Can Restart ‘In The Safest Way Possible’ During the Pandemic”.CBC News Posted: July 7, 2020, 4:00AM|Last updated: July 8.
Prof. Dr. med. Dr. phil. Claudia Spahn and Prof. Dr. med. Bernhard Richter, Heads of the Freiburg Institute for Musicians’ Medicine (FIM), University Medical Center and University of Music Freiburg. “Risk Assessment of A Coronavirus Infection In The Field Of Music”. July 1, 2020. Third update;|Fourth update available. Print.
Eric Dalio/Carnegie MEW. “Music Learning Through Technology”. Carnegiehall.org. The Carnegie Hall Corporation, July, 2018.Web.July 22, 2020.
VT-AOE Safety and Health Guidance for VT Schools
Project-Based Learning: An Interdisciplinary Approach for Blended Learning Environments- VT AOE
Levitin, Daniel, The Neurochemistry of Music, 2013