Building resilient school communities through tailored arts programs.
Grant number: LP150100697 | Funding period: 2015 - 2019
This project aims to provide school leaders and policymakers with new tools and information to guide the allocation of scarce resources to arts programs in primary schools. Schools with low socio-economic status both desire and deserve the opportunity to maximise the many educational and social benefits that flow from participation in arts programs. The project aims to generate new understanding of these benefits by drawing together practical and theoretical expertise about the arts and positive engagement in schools. The outcomes should provide key stakeholders with novel solutions for making critical decisions about when and how to most effectively use tailored arts programs to build resil..View full description
Related publications (30)
The development of a decision matrix to guide and support the provision of effective arts programs in schools
KS McFerran, AHD Crooke, M Steele, G McPherson, J Hattie
In the current education climate, Australian schools are encouraged to provide arts programs, yet there is little dedicated fundin..
The importance of passionate individuals for navigating school arts provision in 19 Australian schools
Katrina Skewes McFerran, Alexander HD Crooke, Megan Steele, John Hattie, Gary E McPherson
Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, mo..
Understanding sustainability in school arts provision: stakeholder perspectives in Australian primary schools
Katrina Skewes McFerran, Alexander Hew Dale Crooke, John Hattie
Although the notion of sustainability is popular in rhetoric associated with arts programmes in Australian schools, shared meaning..
Exploring the academic and psychosocial impact of El Sistema-inspired music programs within two low socio-economic schools
MS Osborne, GE McPherson, R Faulkner, JW Davidson, MS Barrett
We sought to understand the potential for positive non-musical outcomes for economically and socially disadvantaged primary school..
Motivation to study music in Australian schools: the impact of music learning, gender, and socio-economic status
Gary E McPherson, Margaret S Osborne, Margaret S Barrett, Jane W Davidson, Robert Faulkner
This study extends an eight-country mapping exercise undertaken (McPherson & O’Neill, 2010; see RSME issues 2010-2011) to now incl..