Studies have consistently shown specially designed music education programmes can increase students’ aptitude in literacy, hearing, mathematics, and verbal memory.
In 2014, Professor Graham Welch & Dr Jo Saunders from the Institute of Education were commissioned to undertake a 10 year study into the impact of MiSST. Their initial report from May 2016 suggests that the MiSST Andrew Lloyd Webber programme in Secondary Schools has led to:
- Significant positive outcomes in students’ instrumental learning
- Significant positive outcomes in developing aspects of students’ musical and social identity, with signs of positive emotional engagement in their music making
- Students are generally very positive about the quality of school life
- MiSST students have a strong sense of resilience and are aware of the challenges that violence and aggression bring to their sense of self and the quality of their relationships.
MiSST also assesses students yearly on Solo Performance and Listening, Analysis and Theory to monitor progress and improve the provision of music education in our partners schools. Our latest assessment found that:
- Over half the students in Year 9 were performing at a standard between Grade 1 and Grade 2 at the start of the academic year
- A larger number of students are making progress in the listening, analysis and theory (LAT) of music, compared with solo performance
- After rapid progress in year 7, the rate slows as the pieces become more challenging and the novelty wears off
- In 2 schools students with English as an additional language outperformed native speakers