DobcroftJuniorSchool
Links between Sport, Music and Artistic Engagement and a Child’s Achievement.
The Children’s University (CU) is an exciting nationalinitiative which encourages children to engage with learningopportunities of their choice and celebrates their commitment.
Children’s University offers schools and organisations an inspiring way to:
-increase pupils motivation to learn
-raise aspirations
-be part of a prestigiousnational initiative
-contribute to the fiveEvery Child Matter outcomes
Children gain credits for each hour of study support they do outside of school hours.
The national awards are:
Bronze (30 hours)
Silver (65 hours)
Gold (100 hours)
In Sheffield we also offer higher levels of:
Ruby Gold (130 hours)
Emerald Gold (165 hours)
Platinum (200 hours)
Research shows a clear link between participation in study support activities and academic progress due to increased self-esteem and confidence.
We are proud to say that Dobcroft Junior School is part of the Children’s University so all the extra-curricular activities your child does in school, are awarded credits.
Local and National Key Findings
- Being in the Children’s University significantly improves school attendance.
- Achievement is significantly better at Key Stages 1 to 3 for children who participate in Children’s University compared with non-attenders.
- The further children engage with Children’s University, the better their attendance and achievement.
KS2 Analysis 2013
2013 data
Participation / English Level 4+ / Maths Level 4+Non-CU / 67 / 67
30+ hours / 81 / 82
65+ hours / 82 / 81
100+ hours / 85 / 84
Sheffield / 77 / 78
Research on music and artistic engagement linked to achievement
Years of research show that music and art is closely linked to almost everything that we as a nation say we want for our children and demand from our schools: academic achievement, social and emotional development, civic engagement, and equitable opportunity.
Involvement in the arts is associated with gains in maths, reading, cognitive ability, critical thinking, and verbal skill. Arts learning can also improve motivation, concentration, confidence, and teamwork. And strong arts programming in schools helps close a gap that has left many a child behind: From Mozart for babies to tutus for toddlers to family trips to the museum, the children of affluent, aspiring parents generally get exposed to the arts whether or not public schools provide them. Low-income children, often, do not. So, arts education enables those children from a financially challenged background to have a more level playing field with children who have been exposed to those enrichment experiences.
Arts education has been slipping for more than three decades, the result of tight budgets and a public sense that the arts are lovely but not essential. Yet against this backdrop a new picture is emerging. Comprehensive, innovative arts initiatives are taking root in a growing number of school communities. Many of these models are based on new findings in brain research and cognitive development, and they embrace a variety of approaches: using the arts as a learning tool (for example, musical notes to teach fractions); incorporating arts into other core classes (writing and performing a play about, say, slavery); creating a school environment rich in arts and culture (Mozart in the classrooms every day) and hands-on arts instruction. Although most of these initiatives are in the early stages, some are beginning to rack up impressive results. There's a lot of evidence that children immersed in the arts do better on their academic tests.
When Mike McCready took to the stage on May 18 in America, the Pearl Jam guitarist had one goal in mind: shine a spotlight on how crucial music is in school-age children’s lives – show that music matters. Specifically, that music lessons matter
There is so much data showing measurable achievement for children who have regular arts instruction. Students who take part in some sort of arts program are:
- four times more likely to be recognized for academic achievement
- four times more likely to participate in a maths and science fair
- four times more likely to win an award for writing
Florence Nightingale was aware of the contribution of music to health but at that time in history live music –with the exception of singing - was too expensive to be seriously considered.
Background music can:
1. affect mood state
2. alter perception of time and space
3. affect physiological change
4. reduce stress and anxiety
5. enhance relaxation
6. motivate
7. be associated with product
8. enhance message reception
9. reduce noise distraction
10. aid concentration
11. aid memorisation
12. increase on task performance
13. enhance creativity
14. increase the enjoyment of mental and physical activity
However, the suitability of background music depends on tempo, tonality and volume. It can assist in making education easier, more successful and more enjoyable……”Human beings seek self-esteem and happiness more than anything else” -Aristotle