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Evaluation Protocol: First Thing Music

Shure, N; Anders, J; Wyse, D; Bohling, K; Solomon, P; Barnard, M; (2019) Evaluation Protocol: First Thing Music. The Education Endowment Foundation (EEF): London, UK. Green open access

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Abstract

The First Thing Music programme aims to improve children’s reading and social skills by providing them with daily music sessions. The sessions are part of a structured music education programme based on the Kodály approach. Students will learn the basics of music through daily singing and musical games with teachers who will be trained by music practitioners. Music education has been linked to improvements in academic attainment in areas such as literacy and language.1 First Thing Music is part of a broader programme of work entitled ‘Learning About Culture’, which aims to improve the evidence base around arts-based education programmes. This is coordinated by the Education Endowment Foundation and the Royal Society for the Encouragement of Arts, Manufactures and Commerce.2 It consists of five programmes: two in Key Stage 1 and three in Key Stage 2.

Type: Report
Title: Evaluation Protocol: First Thing Music
Open access status: An open access version is available from UCL Discovery
Publisher version: https://educationendowmentfoundation.org.uk/public...
Language: English
Additional information: © Published by EEF 2019 under the terms of the Open Government Licence v3.0 (https://nationalarchives.gov.uk/doc/open-government-licence/version/2).
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10093810
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