TITLE:
A Pilot Study of an Intervention for Children Using Music Listening and Music Making to Explore Core Emotions and Support Wellbeing
AUTHORS:
Elizabeth Liddiard, Dawn Rose
KEYWORDS:
Music Intervention, Children, Wellbeing, Mixed Methods, Arts Education, Emotion, Pro-Social Behaviours, Shared Goals, Empathy, Sense of Belonging, Self-Esteem
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.9 No.3,
March
26,
2021
ABSTRACT: Objective: Music-making and music listening can be experienced as having a positive
influence on subjective wellbeing. This mixed methods study reports the
development and findings of a pilot music intervention for children to explore
core emotions to support feelings of belonging, empathy and self-esteem as key
components of wellbeing. Methods: Children (aged 7 - 9 years, n = 17
intervention, n = 15 control) were offered a brief intervention using music to explore five core emotions during a six-week
after-school session including joy, sadness, anger, fear and disgust.
Quantitative pre/post measures included the
primary measure of musical aptitude (PMMA, intervention) and a self-report questionnaire for items operationalised as
wellbeing (children and parents). Qualitative methods included
brainstorming, audio recordings and storyboarding. Results: Analyses of
parent report revealed a significant increase in perceived sense of belonging
for their child over time, and a positive association between increased PMMA
and belonging from the children suggested the intervention was partially
successful. Qualitative data provided insight into how music intervention
enabled the development of belonging. Conclusion: The importance of
using mixed methods to evaluate the efficacy of brief intervention is
identified, and recommendations are made for a revised program using music-making to explore core emotions
in children to support well-being in schools.