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Abstract(s)
Desde as últimas décadas do século XX, têm vindo a ser estudados os benefícios do envolvimento quer em actividades extracurriculares quer em actividades relacionadas com música, no desempenho académico dos jovens. É objectivo deste estudo cooperar no sentido de se analisarem os contributos da participação em projectos artísticos e musicais – clubes de música – para o desempenho académico de alunos que frequentam o segundo ciclo do ensino básico.
Para o efeito, desenvolvemos um estudo com 379 alunos, provenientes de seis escolas básicas do Norte Litoral de Portugal, durante o ano lectivo de 2009-2010. A população amostral foi dividida em dois grupos: o grupo experimental, constituído por 77 alunos que frequentavam o clube de música, e o grupo de controlo constituído por 302 que não frequentavam.
Os instrumentos de recolha de dados consistiram num inquérito por questionário e na administração de dois testes de Educação Musical (um no início e outro no final do ano lectivo) desenhados para o efeito desta investigação. Foram ainda considerados os dados relativos às avaliações escolares de todos os elementos da população amostral. Para a análise de dados recorremos a uma análise descritiva e correlacional. Foi ainda feito o controlo das variáveis género, ano de escolaridade, escola e apoio parental.
Os resultados apontam para uma relação positiva entre a frequência de actividades extracurriculares, a frequência do clube de música e o desempenho académico dos alunos. Foi ainda detectada uma relação positiva entre a frequência de clube de música e o desenvolvimento de competências musicais. Uma outra conclusão advinda deste estudo foi que os alunos incluídos na nossa amostra têm uma visão positiva da escola, independentemente de participarem ou não no clube de música. Constata-se, no entanto, que os alunos com esta visão existem em maior número no grupo experimental do que no grupo controlo. Por fim traçamos o perfil dos alunos do clube de música e o perfil dos Professores de Educação Musical dinamizadores de Clubes.
Defendemos que a Educação Musical deve ser uma disciplina que integre o currículo do ensino básico (primeiro, segundo e terceiro ciclos) e que se afirme como uma Actividade de Complemento Curricular presente nas escolas básicas, pela sua contribuição significativa para a formação integral do indivíduo.
In the last decades of the twentieth century there have been a great number of studies analysing the benefits that the involvement of young people both in extracurricular activities and music, have in their academic achievement. The aim of this study was to offer a better knowledge of the benefits that the participation in artistic and musical projects - music clubs - have in the academic results of middle school students. For this purpose, in the school year 2009-2010, we developed a study with 379 students from six middle schools in the Northwest Coast of Portugal. The sample was divided into two groups: the experimental group with a total of 77 students who attended the music club and a control group of 302 students who did not. The instruments of data collection consisted of a questionnaire and a implementation of two music tests (one at the beginning and another at the end of the school year) designed for the purpose of this investigation. We also collected data from the final evaluations of the first and third terms. For data analysis we used descriptive and correlational analysis. The variables gender, school grade, school and parental support were controlled. The results indicated a positive correlation between the attendance of extracurricular activities and music clubs and the academic achievement of students. It was also detected a positive correlation between the attendance of music clubs and the development of musical skills. Another conclusion brought by this study was that, in general, middle school students have a positive view of school, whether or not participating in music clubs, though students who share this view were mainly in the experimental group than in the control group. Finally we drew the profile of the students of the music club and the profile of music teachers that developed extracurricular activities in school. We argue that Music Education should be a subject integrated in the core curriculum of basic education (first, second and third cycles) as well as an extracurricular activity making a valuable contribution to the whole formation of the individual.
In the last decades of the twentieth century there have been a great number of studies analysing the benefits that the involvement of young people both in extracurricular activities and music, have in their academic achievement. The aim of this study was to offer a better knowledge of the benefits that the participation in artistic and musical projects - music clubs - have in the academic results of middle school students. For this purpose, in the school year 2009-2010, we developed a study with 379 students from six middle schools in the Northwest Coast of Portugal. The sample was divided into two groups: the experimental group with a total of 77 students who attended the music club and a control group of 302 students who did not. The instruments of data collection consisted of a questionnaire and a implementation of two music tests (one at the beginning and another at the end of the school year) designed for the purpose of this investigation. We also collected data from the final evaluations of the first and third terms. For data analysis we used descriptive and correlational analysis. The variables gender, school grade, school and parental support were controlled. The results indicated a positive correlation between the attendance of extracurricular activities and music clubs and the academic achievement of students. It was also detected a positive correlation between the attendance of music clubs and the development of musical skills. Another conclusion brought by this study was that, in general, middle school students have a positive view of school, whether or not participating in music clubs, though students who share this view were mainly in the experimental group than in the control group. Finally we drew the profile of the students of the music club and the profile of music teachers that developed extracurricular activities in school. We argue that Music Education should be a subject integrated in the core curriculum of basic education (first, second and third cycles) as well as an extracurricular activity making a valuable contribution to the whole formation of the individual.