PReTuS – Peripheral Regions, Participation and School

The project investigates how music education programmes are organised in rural areas in the context of schools, but also by extracurricular clubs and music schools. The project is investigating how the social and infrastructural conditions in rural areas affect the organisation of such programmes and how schools develop under these conditions. In a mixed methods design, pupils in the Harz region were asked about their musical activities inside and outside of school.

The quantitative sub-study b comprises a standardised survey of 519 children and adolescents in grades 4, 5, 9, 11 and 13. The focus of the quantitative sub-study is on musical and cultural education in rural regions from the pupils´ perspective and how children and young people perceive programmes, under what conditions they can participate and how these correspond to their needs. In addition, 20 group interviews were conducted with selected pupils in the qualitative sub-study. The transcripts of the interviews will be published via the FDZ-Bildung.<br>Topics:
Type of school; grade level; private school; cultural capital: books in the household, family language use, migration background, cultural events within reach / region, participation in offers, youth culture in youth centers, satisfaction with accessible offerings, attendance of cultural events, importance of music in the parental home; local identification: perspectives in peripheral regions, attachment to place of residence / region; commuting time; use of digital media: computer / notebook: Location and frequency, device ownership smartphone, tablet laptop/computer, games console, internet access/network coverage, receptive practices (frequency and devices), music-related apps, media interest, media behavior; school satisfaction: forms of activity / methods, class management, satisfaction with school, music-related interest; formal offers at school: participation in workgroups, „Profilklassen“, participation in a music class / class with musical focus ; extracurricular musical activities: active music making / singing, instrumental playing Basic information, Informal music practices, Informal options for action, Informal music learning, motivation informal learning, active music making - social forms, listening to music in leisure time (music preferences); music making in in/formal settings: music making genre; satisfaction with musical opportunities; music-related well-being; learning facilitation; interest in-school / out-of-school; attitudes towards music; Corona-related changes.

Demographics:
Age; gender; possession of wealth assets; parents´ occupation (Isco08), number of siblings; older siblings.