Institutional Research Information Service
UCL Logo
Please report any queries concerning the funding data grouped in the sections named "Externally Awarded" or "Internally Disbursed" (shown on the profile page) to your Research Finance Administrator. Your can find your Research Finance Administrator at https://www.ucl.ac.uk/finance/research/rs-contacts.php by entering your department
Please report any queries concerning the student data shown on the profile page to:

Email: portico-services@ucl.ac.uk

Help Desk: http://www.ucl.ac.uk/ras/portico/helpdesk
Publication Detail
Act Sing Play A research evaluation of the instrumental and vocal learning by pupils in participant ‘Act, Sing, Play’ Primary schools across England
  • Publication Type:
  • Authors:
    Saunders J, Welch GF, Himonides E, Le Messurier S
  • Publisher:
    Creative Futures/UCL Institute of Education
  • publication date:
  • Place of publication:
  • Pagination:
    1, 55
  • Status:
    Published online
  • Language:
  • Commisioning body:
    Education Endowment Foundation (EEF)
  • Keywords:
    music, wider benefits, primary schools
  • Addresses:
    UCL Institute of Education
The overall aim of the year-long Act, Sing, Play (ASP) programme ‘was to evaluate whether music workshops had a bigger impact than drama workshops in terms of pupils’ mathematics and literacy attainment. The evaluation was based on a hypothesis that ‘participation in high- quality music instruction promotes educational attainment over and above instruction in other artistic pursuits’ (see Schellenberg, 2004) (NatCen, 2015, p3). Pupils in participant classes across 19 Primary schools were divided randomly into three arts intervention groups, two of which were music-focused (strings and voice), with the other group focused on drama (acting as a control). Each group had approximately n=10 pupils within each of the nineteen participant schools, with n=909 Year 2 pupils participating overall. An independent evaluation of the impact of the programme on mathematics and literacy attainment revealed no evidence that the ASP-music workshops had a greater impact than the ASP-drama workshops (NatCen, 2015). Nevertheless, the separate analyses reported here suggest that there was clear evidence of music learning in each of the two music-focused groups.
Publication data is maintained in RPS. Visit https://rps.ucl.ac.uk
 More search options
UCL Researchers
IOE - Culture, Communication & Media
IOE - Culture, Communication & Media
IOE - Culture, Communication & Media
University College London - Gower Street - London - WC1E 6BT Tel:+44 (0)20 7679 2000

© UCL 1999–2011

Search by