Participation in primary school concert bands. Examining the benefits to concert band members and school communities

This thesis investigates the social and academic benefits to members of concert bands in Australian public primary schools, the effect on the culture in schools, and the resourcing of the bands. This research provides an Australian perspective on the benefits of school bands for younger children. The researcher, as a musician, experienced the benefits of concert band participation during her school years and as a general classroom teacher and music teacher, has seen concert band members improve scholastically, grow in confidence, and experience improved social outcomes. Changeable attitudes of teachers, management, and varying levels of support for those school bands have also been clear through her career. Concert bands were once common in primary schools. While they are now more often found in high schools, this research has shown there are advantages to providing instrumental music education to primary school-aged students. The study found that concert band participation had a positive impact for these participants in many areas of the curriculum. It also found that this participation fills a social and emotional need for all students, but particularly for marginalised students, a finding that needs to be highlighted to the broader community through this type of study. This study used mixed methods and gathered both quantitative and qualitative data through online surveys and semi-structured interviews. All research was completed online due to COVID-19 restrictions prohibiting many forms of face-to-face contact. This research recruited thirty-nine public primary school teachers from Australia for an online survey seeking their perceptions of the benefits to students accrued through participation in the school concert band, as well as their understanding of the provision of resources for the concert band, and its profile and role in the culture of the school. Seven other teachers 2 were interviewed about their experiences within their schools, their perceptions of the benefits to the student participants and the provision of resources for the bands. The data analysis found that the teachers perceived there was a strong link between the participation of students in public primary school concert bands and improved social outcomes for these students. Interviewees reported increased confidence in classroom interactions for students who joined the concert band, with flow-on effects to other aspects of their academic life. Friendships formed in schools across grades, and connections were made with students from different schools when combined rehearsals or music camps were attended. The term ‘family’ was used to describe the relationships formed in the concert band. This investigation also found that teacher’s perceived band members were performing well across many aspects of school and were highly represented at award ceremonies. The findings also show that teachers perceived the band members were able to develop personal confidence through their work in the band, and this was seen in other areas of school life. This research also shows that concert bands in primary schools benefit not only the band members but the school community. Survey and interview respondents also agreed the existence of concert bands benefit the culture of primary schools, but more resources were necessary to ensure their sustainability and success. The study found that a consistent approach to primary school instrumental and band education does not exist across Australia and therefore is not equally available to all Australian students. It is hoped that this research will highlight the various benefits of playing an instrument and belonging to a primary school concert band. It is also intended to demonstrate the value to students and communities of running a well-resourced and well-supported concert band program in all primary schools in Australia.