Exploring the impact of Music on Liverpool's children, young people and families’ psycho-social wellbeing and skills development

Aim
To explore participants’ (young people and families) perception of musical activities impact on their psycho- physical and social wellbeing.

Objectives
1)to evaluate participants (students, families, teachers, tutors)’ satisfaction and perception of musical activities impact on learners psycho- physical and social wellbeing.
2) to explore participants’ life skill development (Cognitive area: decision making, problem solving, critical and creative thinking and learning to learn; Emotional area: empathy, manging emotion and managing stress; Social-relation dimensions: good communication, cooperation; conflict resolution; accepting differences; concern for others; interpersonal skills and self-awareness (World Health Organization, 1999; Bussu et al.,2020; 2022) and self-efficacy (Bandura, 2004; Bussu et al., 2018).
3) to explore participants’ music learning development and musical skills and relationship building
4) to explore the EMAE unique pedagogical approach impact on participants’ experience for developing musical skills and preventing cultural barriers
5) to explore participants’ perception of musical activities impact on their local community.

Research methodology
The research will be submitted and approved by the Edge Hill University research ethics committee.
The qualitative data collection consists of: 1) semi-structured interviews face to face with young people (≥ 12 years) (n =15 interviews), families (n = 5 interviews) and school teachers? (n = 5 interviews) and board of trustees (5 interviews); 2) interactive groups activities (Drawing pictures/ sketches; paired/triad interviews) with children 3-6/7-11 years (n= 3 small groups activities) (Shaw et al., 2011) and 3) 1 focus group with tutors/trainers. The research participation will be voluntary and anonymous.
The research team will collect personal perceptions on the formative activities delivered by EMAE (tutorials, classes, seminars, music scores, copies of historical instruments, week-long residency, and a whole range of learning experiences at no cost).
Focus groups will provide an opportunity for tutors to elaborate their personal ideas/opinions and to share in groups educational challenges, improvements and best practices/pedagogical strategies and needs. The focus group method supports group discussion and facilitates group reflections on the experience (Darbyshire et al., 2005).
Data analysis and report
The qualitative data will be analysed with the software ATLAS.ti 7.5 consistent with thematic analysis techniques (Clarke & Braun, 2014). Thematic analysis is based on an approach to describe, understand, or interpret participants’ experiences and to facilitate reflection on the various conceptual issues emerging. A research report will be drawn up. (Founding Source: EMAE, External grant: £11.900 

psycho- physical and social well-being.
well-being
qualitative research