A balancing act: the effects of participation in a school musical on its performers
Bibliographic record
Abstract
Despite the findings of researchers whose mainstream publications support the inclusion of the arts in life-long learning (Colwell and Richardson, 2002; Eisner, 1992; Gardner, 1993; Pitman, 1998; Rauscher, 1997; Taylor, 2000; Weinberger, 1999), the role of the arts in schools remains uncertain. In order to secure a permanent place for the arts in education and funding for its specialist teachers, much arts-based research has focused on examining the link between learning in the arts and the achievement of academic excellence and social development. Although this link is supported by recent studies (Upitis and Smithrim, 2002) this research has not been sufficient to secure the place of the curricular arts in Ontario's schools. It therefore may be time to examine the role of the arts in schools from a co-curricular perspective and to consider the value of personal student accounts in defining the benefits of arts participation. This participatory case study involved 24 volunteer cast members from a school production of the musical The Music Man. The study site was located at an independent boys' day school in an urban centre in Ontario. The study group was comprised of male cast members from the boys' school and female cast members from an independent girls' school. Data drawn from rehearsal logs and two volunteer student focus groups provided rich and detailed descriptions of the effects of this co-educational, co-curricular experience on the performers' lives. The findings from this study indicate that the students believe the school musical to be a positive and valuable arts occurrence. Their accounts support the belief that the school musical can provide its performers with a holistic and reflective artistic experience. The study recommends that schools make every attempt to retain curricular drama and music courses and that co-curricular musical theatre experiences are valuable learning occurrences for the participants.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".