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Learners’ perceptions of daily singing in a school community severely affected by earthquakes: Links to subjective well-being

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This article describes learners’ perceptions of daily singing in a school community severely affected by earthquakes, and considers whether and how their experiences might contribute towards well-being. The findings are drawn from Action Research led by a core team of two university researchers and the deputy principal of the school. Learners’ perceptions of singing were linked to indicators of well-being drawn from three models of well-being that were developed with children in mind. Our findings suggest that daily group singing in the classroom has the potential to be particularly helpful in increasing positivity; enhancing relationships; supporting engagement and achievement-related outcomes; and is often energizing. The resources that singing afforded, in an atmosphere of fun and enjoyment, appeared to support learners in managing the significant challenges that they were facing, and in turn in preparing them to engage with academic tasks.

Keywords: action research; children’s artworks; earthquakes; school; singing; subjective well-being

Document Type: Research Article

Affiliations: Victoria University of Wellington

Publication date: November 1, 2018

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  • The Journal of Applied Arts and Health serves a wide community of artists, researchers, practitioners and policy-makers evidencing the effectiveness of the interdisciplinary use of arts in health and arts for health. It provides a forum for the publication and debate within an interdisciplinary field of arts in healthcare and health promotion. The journal defines 'health' broadly which includes physical, mental, emotional, spiritual, occupational, social and community health.
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