Saunders, J; Welch, GF; Himonides, E; Le Messurier, S; (2015) Act Sing Play: A research evaluation of the instrumental and vocal learning by pupils in participant 'Act, Sing, Play' Primary schools across England. Creative Futures/UCL Institute of Education: London, UK.

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Text Saunders et al 2015 Act_Sing_Play_CF_UCL_IoE_ReportFINAL1AUG17.pdf - Published Version Download (6MB) | Preview

Abstract

The overall aim of the year-long Act, Sing, Play (ASP) programme ‘was to evaluate whether music workshops had a bigger impact than drama workshops in terms of pupils’ mathematics and literacy attainment. The evaluation was based on a hypothesis that ‘participation in high- quality music instruction promotes educational attainment over and above instruction in other artistic pursuits’ (see Schellenberg, 2004) (NatCen, 2015, p3). Pupils in participant classes across 19 Primary schools were divided randomly into three arts intervention groups, two of which were music-focused (strings and voice), with the other group focused on drama (acting as a control). Each group had approximately n=10 pupils within each of the nineteen participant schools, with n=909 Year 2 pupils participating overall. An independent evaluation of the impact of the programme on mathematics and literacy attainment revealed no evidence that the ASP-music workshops had a greater impact than the ASP-drama workshops (NatCen, 2015). Nevertheless, the separate analyses reported here suggest that there was clear evidence of music learning in each of the two music-focused groups.

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