摘要：Objective: Music-making and music listening can be experienced as having a positive influence on subjective wellbeing. This mixed methods study reports the development and findings of a pilot music intervention for children to explore core emotions to support feelings of belonging, empathy and self-esteem as key components of wellbeing. Methods: Children (aged 7 - 9 years, n = 17 intervention, n = 15 control) were offered a brief intervention using music to explore five core emotions during a six-week after-school session including joy, sadness, anger, fear and disgust. Quantitative pre/post measures included the primary measure of musical aptitude (PMMA, intervention) and a self-report questionnaire for items operationalised as wellbeing (children and parents). Qualitative methods included brainstorming, audio recordings and storyboarding. Results: Analyses of parent report revealed a significant increase in perceived sense of belonging for their child over time, and a positive association between increased PMMA and belonging from the children suggested the intervention was partially successful. Qualitative data provided insight into how music intervention enabled the development of belonging. Conclusion: The importance of using mixed methods to evaluate the efficacy of brief intervention is identified, and recommendations are made for a revised program using music-making to explore core emotions in children to support well-being in schools.
关键词：Music Intervention;Children;Wellbeing;Mixed Methods;Arts Education;Emotion;Pro-Social Behaviours;Shared Goals;Empathy;Sense of Belonging;Self-Esteem
