The Effects of Modern Band Performance on Enhancing Confidence and Emotional Maturation in Fifth-Grade Students

Current research notes that participation in modern band general music instruction elicits improvements in students’ sense of inclusion in school; however, it is yet to be determined if additional benefits of modern band implementation occur. This applied study aims to investigate the potential for a causal comparison between fifth-grade students’ confidence levels and emotional maturity after exposure to modern band instructional techniques and performance compared to fifth-grade students engaged in music education with an emphasis on vocal instruction. Both qualitative and quantitative approaches were implemented. Data were collected and analyzed by surveying thirty-seven fifth-grade students reporting their confidence levels and emotional maturation over twelve weeks of general music instruction. Seventeen students were instructed in vocal music techniques, and twenty were taught via modern band techniques. Following the eight weeks of instruction, students in both groups participated in a performance. After the study, three students from each group were interviewed regarding their experience. The survey and interview findings determined that those engaged in general music studies through modern band techniques communicated emotional maturity more than those educated in vocal techniques. Those involved in vocal music scored higher in lesson enjoyment. Implications for future studies include analyzing additional characteristics via these musical mediums, varying the age groups studied, and comparing modern band to performance genres concerning confidence and emotional maturity.