The Song Room Web Site

Why We Do It

Strong international research⁽¹⁾ has demonstrated the significant benefits of arts-based programs for children including:

Improved learning outcomes:

• concentration, languages, reading and cross-disciplinary skills,

Enhanced social outcomes:

• communication, teamwork, classroom participation and school retention rates, and,

• including higher self esteem and confidence and self-directed learning.

Currently in Australia up to 3 out of 4 children⁽²⁾ in Government Primary Schools have no music teachers. That equates to over 700,000 children missing out, and often those are the ones who need it most.

Our vision is that all Australian children and communities will have access to music and performing arts programs; a vision that is supported by a recent National survey that found 87% of respondents believe that “every Australian child should have the opportunity to study music in school”.⁽³⁾

This vision has also been supported by the Australian Government National Review of School Music Education launched in November 2005, which identified a “crisis” in schools and three key areas for action, including the need to make music programs accessible to all students.

The Song Room targets its efforts to those who need these opportunities the most, providing tailored programs to children who would otherwise miss out. There is a growing body of research which indicates that arts based interventions can have significant impacts on the Song Room’s target groups.

Here are a couple of examples:

New arrivals and English as a second language

The Song Room uses music and performing arts to help new migrant and refugee children participate and engage effectively with the education system and connect with the local community.

Arts based programs can address the need for social connection and fun among multicultural youth, especially newly arrived young people. Fun activities are recognised within the youth sector as building relationships and gaining trust, while having positive outcomes in terms of self-esteem, confidence, language skills, and friendships.

Arts and culture programs play an important role in helping refugee and new migrant children improve their English language and literacy skills and eventually into mainstream education.

Art and music programs are often also valuable forums for story-telling, which can aid trauma recovery for newly arrived refugees.⁽⁷⁾

Youth who are disengaged or have behavioural challenges and children in areas of high juvenile crime

Recent research in Australia commissioned by the NSW Attorney General’s Department has indicated that patterns of juvenile crime begin in very early years, and that the key factor predicting such behaviour is the level of engagement in school as early as third grade.⁽⁴⁾

A strong body of research evidence exists on the value of early intervention in the prevention of juvenile crime. In particular, a number of studies here and internationally have evaluated music and arts programs in schools and with young offenders and have provided solid evidence of the success and long-term value of such programs in improving young peoples re-engagement with their school community and the broader society and in helping reduce anti-social behaviour and juvenile crime.⁽⁵⁾

Given this evidence, The Song Room’s music and performing arts workshop program tackles many of the significant risk factors associated with juvenile participation in crime by encouraging the students to engage with their school community and build their confidence and improve their learning outcomes, it takes a whole-of-school approach to reach those that may offend but are not detected, and it encourages parental involvement in their child’s school and broader life.

Indigenous communities both in urban and remote rural regions

In 2008, The Song Room began working with remote Indigenous communities in the Northern Territory and Western Australia. Engagement in education and social cohesion are critical issues for Indigenous children and youth, particularly in remote communities. For example, nationally in 2007, Indigenous students were 44% less likely to continue to year 12 as non-Indigenous students.⁽⁸⁾

Education is considered to be a key factor in improving the health and wellbeing of Indigenous Australians, educational attainment is also associated with better employment prospects and higher income, being employed impacts on health status and also enhances self-esteem, increases opportunities for self-development and reduces social alienation.⁽⁹⁾

The Productivity Commission in its report Overcoming Indigenous Disadvantage identified that ensuring Indigenous children gain the best educational start as early as possible, attend school regularly, and are safe, healthy and supported by their families and communities, will go a long way to improve the health and well being of Indigenous Australians.⁽⁹⁾

The Productivity Commission has also identified participation in arts and community group activities as a strategic area for action on the road to achieve functional and resilient Indigenous families and communities. The Commission found that taking part in arts or community group activities can foster self-esteem, social interaction and the development of skills and teamwork.

Early participation in these activities can lead to stronger bodies, the prevention of chronic diseases and improved learning and academic performance. Reductions in substance misuse, self-harm, and crime may also result.⁽⁹⁾

In an evaluation of School based Arts Education Programs, Bryce et al substantiated evidence that involvement in arts programs has a positive impact of students’ engagement with learning and, for students from Indigenous communities, leads to improved attendance at school.

Students’ self-esteem increased, particularly for students from dysfunctional or disadvantaged backgrounds, students were better able to work co-operatively with others, and students learnt to plan and set goals.⁽¹⁰⁾

References

1.Fiske, E (Ed) (1999), The Champion of Change, The Impact of Arts on Learning.

2. Stevens, R (2003), Trends in School Music Education Provision in Australia (The Steven’s Report).

3.Australian Music Association (2001), Australian Attitudes to Music.

4. Weatherburn, D (2001), What Causes Crime? Crime and Justice Bulletin, No 54, NSW Bureau of Crime Statistics and Research.

5.Hughes, J (2005), “Doing the Arts Justice” A Review of Theory, Literature and Practice. DCMS, the Department for Education and Skills, and Arts Council England.

6. Refugee Resettlement Advisory Council( RRAC)(2002), Strategy for Refugee Young People. Canberra, Department of Immigration, Multicultural and Indigenous Affairs.

7. Francis, S & Cornfoot, S (2007), Multicultural Youth in Australia: Settlement and Transition, Australian Research Alliance for Children & Youth (ARACY).

8. Australian Bureau of Statistics (ABS) (2008), The Health and Welfare of Australia's Aboriginal and Torres Strait Islander People.

9. Steering Committee for the Review of Government Service Provision (SCRGSP) (2007), Overcoming Indigenous Disadvantage: Key Indicators 2007, Productivity, Commission.