How does teaching orchestral music to children from troubled neighborhoods advance social change?
In this edition of Making Change, Hildy Gottlieb, the host, talks with Margaret Martin, founder of the Harmony Project, a Los Angeles organization that teaches children to perform music.
Ms. Martin shares research and results from her program to show how cultural education can help produce visionary leaders.
Comments
1. jmcilroy - November 11, 2010 at 06:30 pm
What a fascinating podcast! Can anyone share with me an example of the research Ms. Martin refers to in minute 18, when talking about how after third grade, kids desire to learn plummets... except kids with arts experiences?
2. judyanderson - November 14, 2010 at 12:58 pm
How inspiring to hear about those who are investing in children who "have been left behind" and bringing the gift of listening,leadership, inspiration and patience to them. It is so clear to me how this "model" can (and should) be translated beyond the arts. In conservation, too often there is an emphasis in the "now" rather than a desire to invest in those who will be our future.
3. hildyg - November 14, 2010 at 03:58 pm
So glad you enjoyed it - I found it fascinating as well!
I have asked Margaret for some links to the research she discusses in the podcast, and she provided the following. I hope it is helpful:
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: motivational and informational components. Developmental Psychology, Vol 17(3), 300-312.
Lepper, M.R., Corpus, J.H., Iyengar, S.S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, Vol 97(2), 184-196.
Makri-Botsari, E. (1999). Academic intrinsic motivation: Developmental differences and relations to perceived scholastic competence, locus of control and achievement. Evaluation and Research in Education, Vol 13(3), 157-171.
Research by Stanford Professor, Shirley Brice Heath, describing students engaged in arts-learning in the non-school hours as deeply engaged, curious, and committed to the process of their own learning (in contrast to the robust findings of the previous studies cited). Based on a ten-year longitudinal study.
http://www.aep-arts.org/files/publications/ChampsReport.pdf
A report by the RAND Corporation which follows up on the work of Shirley Brice Heath to identify factors in arts-based youth programs linked to pro-social outcomes in young participants.
http://www.rand.org/pubs/drafts/DRU1887/
Hildy