Prof Karendra Devroop Report: Research Leave and Researcher Development 2012

1. Prof KarendraDevroopReport: Research Leave and Researcher Development 2012

2. Summary of Accomplishments • Achievements: • NRF Rating completed – awaiting results • 3 Peer-reviewed international journal publications published in 2012 (2 solo 1 collaborative) • 6 conference papers presented in 2011/2012 • Data captured for 3 additional studies – first article is in process • Follow up work done on longitudinal study (5 year)

3. The South African Music Outreach Project (SAMOP) • Goal: To establish music programs (wind ensembles/concert bands) for disadvantaged students in South Africa (students affected by AIDS, crime, drugs and prostitution) • Achievements: • We have established wind ensembles at schools/universities in KZN and the North West • We have provided instruments and instruction to hundreds of disadvantaged students • Music programs established by SAMOP are thriving and constantly developing • A growing body of research on the impact of instrumental music instruction on disadvantaged South African youth

4. Prof KarendraDevroop (director) North-West University Prof Chats DevroopTshwane University of Technology Prof Pete Jugmohan Prof Michael Roy University of Kwazulu-Natal Elizabethtown College SAMOP Team

5. KJOS Music Publishers (USA) Elizabethtown College (USA) Jerry McDonnell First Landing Foundation South African Embassy (Washington) Forte Music (USA) Cagnoli Music (USA) Freight International Oriental Shipping MENC (National Association for Music Education) National Band Association (USA) Southern Sun International Hempfield School District Mannheim Township School District SAMOP Partners

6. Appeal to schools universities, colleges, schools and churches to donate used instruments • Work with partner music stores to repair instruments • Apply for publishers and stores to donate method books, equipment and supplies • Apply for funding • Ship instruments, books and supplies via international shipping from US to SA • Identify a target school, work with educational officials • SAMOP team with students spend 1-2 weeks establishing the music program. Working with teachers, teaching students • Conduct research and collect data • Final concert to launch the music program • Provide long-term support to the teacher, provide additional instruments and supplies • Publish research studies in peer-reviewed journals and at conferences SAMOP…..Process

7. Target Population • Low income severely disadvantaged • 30% orphaned by one or both parents • Many students had one or both parents affected by AIDS • Many students were classified as “head of household” • Many students affected by drugs, gangs and prostitution

8. Target Population

9. Successful Programmes Northbury Park Concert Band Eastwood Secondary Concert Band Partial assistance NWU Musikhane Project NWU Wind EnsembleNWU Jazz Ensemble NWU Wind Programme

10. Northbury Park Concert Band

11. Eastwood Secondary Concert Band

12. NWU Musikhane Project

13. NWU Wind Programme

14. NWU Wind Ensemble

15. NWU Jazz Ensemble

16. SAMOP Research • Interdisciplinary research – music/psychology/education • Collaborative research – inter-institutional • Quantitative studies – descriptive and correlational • Longitudinal research studies – data collection over 5 years • Undergraduate student research and faculty/staff research

17. SAMOP Peer-Reviewed Publications and Presentations • Devroop, K. (2010). The effect of instrumental music instruction on disadvantaged South African students’ career plans. MUSICUS 5(2) • Devroop, K. (2008). Changing lives through participation in band: The South African Musical Outreach Project. National Band Association Journal, December 49(2). • Devroop, K. & Devroop, C. (in review). The psychological impact of instrumental music instruction on disadvantaged South African youth. Music Education Research • Getz, L. M., Chamorro-Premuzic, T., Roy, M.M., & Devroop, K. (2011). The relationship between affect, uses of music, and music preference in a sample of South African adolescents. Psychology of Music (in press) • Getz, L. M., Roy, M.M., & Smith, T.E. (in preparation). What Makes An Effective Leader? A Comparison of Students’ Leadership Perceptions from South Africa and the United States • Roy, M. & Liersch, M. (in preparation). People believe that they are prototypically good, bad and in-between. • Getz, L. M., Roy, M., & Devroop, K. (2009). Cross-Cultural Differences in Music Use within a South African Secondary School. Presented Poster at the Society for Education, Music, and Psychology Research Conference, Hull, UK. • Getz, L. (2009). Leadership and culture: A comparison of South Africa and the United States. Poster presented at the Lebanon Valley College Social Science Undergraduate Conference, Annville, PA. • Getz, L. (2008). Cross-Cultural differences in leadership among high school and college students in the United States and South Africa. Poster presented at the 43rd Annual Meeting of the National Collegiate Honor Society, San Antonio, TX. • Devroop, K. & Roy, M. (2008). The South African musical outreach program. Presented at Elizabethtown College Faculty Forum, Elizabethtown, PA. • Sandifer, K. (2008). A comparison of South African school student’s formal and informal music making. Poster presented at SCAD 2008 and PA Music Educators Conference, 2008 • Bogdanov, J. (2009). The Effect of an Instrumental Music Program on South AfricanStudents’ Cultural Enrichment and Self-Esteem. Poster presented at SCAD, Elizabethtown College, 2009.

18. Current Study The Psychological Impact of Instrumental Music Instruction on Disadvantaged South African Students

19. Research Questions What impact did instrumental music instruction have on student’s self-esteem, optimism, sense of happiness and perseverance? Do any relationships exist between instrumental music instruction and the variables under investigation?

20. Quantitative study • Survey created for this study • Descriptive statistics included: frequencies, percentages, means and standard deviations • Correlational statistics included: Pearson’s r and Spearman Rho Research Design Subjects • N = 84 subjects • Average age 13 years (M = 13.65, SD = .77) Range 12 – 16 • All subjects in 8th grade • 62% females and 38% males • 76% Black/African ; 19% Coloured ; 4% Indian; 1% White • 42% lived with a single parent • 20% classified as “head of household”

21. Strong positive relationships between participation in instrumental music and self-esteem, optimism, happiness and perseverance • Strongest relationship existed between participation in instrumental music and happiness. • There were no negative or inverse relationships. • While controlling for the variable “participation in music” the strongest relationship was found between happiness and optimism. • All relationships were statistically significant at the p = .01 alpha level except the relationship between self-esteem and perseverance which was significant at the p = .05 alpha level. Results In general… • Results from this study are substantiated extensively in the literature. • The SAMOP is having a profound impact on the psychological and sociological development of disadvantaged SA youth.

22. A possible model for community service coupled with research and mentoring • Interdisciplinary research • Inter-institutional • Mentorship – staff mentoring student research • An opportunity for service learning – NWU students directly involved in teaching in public schools • Sustainability – longitudinal research provides allows for sustainability and accountability A Research Model…? SAMOP 2012 – Hoërskool Die Wilge