CHAPTER II

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1 CHAPTER II: LITERATURE REVIEW Introduction This chapter presents a comprehensive literature analysis that delves into the complex fabric of the historical backdrop of public-school instrumental music teaching in the United States. The tale navigates the complexities of inequities and institutional challenges that have contributed to the perpetuation of imbalances, with a special focus on minority pupils. The central issue of this discourse centers on the influence of institutional racism on the engagement of students in music programs, as well as the ongoing demands for transformation within this domain. This chapter examines the historical foundations of public school music instruction, with a particular focus on the importance of inclusiveness and diversity, while the transformational potential of Nonprofit Performing Arts Organizations (NPAOs) is brought into the forefront. This evaluation is on the notable endeavors of the Nashville African American Wind Symphony, Inc. (NAAWS, Inc.), with a particular emphasis on its commendable projects aimed at providing enrichment opportunities for minority students. The next sections of this paper dig into the intricate aspects of instrumental music instruction, examining the dynamic relationship between music literacy, student involvement, and the distinct obstacles encountered by minority students. The research hypotheses that drive this study arise from a comprehensive context, aiming to elucidate the connections between aptitude in music literacy, enjoyment in musicianship, and the transformational capacity of NPAO enrichment programs. This literature study provides a foundation for a thorough examination of theoretical frameworks, empirical research, and the distinct contributions made

2 by NAAWS, Inc., in transforming the narrative around marginalized minority students in instrumental music education. Theoretical Foundation Social Cognitive Theory: The Social Cognitive Theory, developed by psychologist Albert Bandura, signifies a significant shift from the prevailing behaviorist viewpoints that held sway in the field of psychology throughout the 1960s and 1970s. Bandura's groundbreaking research presented the significant impact of cognitive processes on the formation of human behavior, highlighting the importance of observational learning and modeling. Social Cognitive Theory lays a considerable focus on the idea of self-efficacy, which refers to an individual's belief in their capability to effectively perform a certain activity or task (Bandura, 1977). Bandura believed that cognitive processes, including attention, memory, and motivation, are critical factors in molding individual actions, diverging from behaviorism's emphasis on external stimuli as the major drivers of behavior. The aforementioned change in viewpoint underscores the complex cognitive mechanisms that are involved in the processes of learning and behavior development. A fundamental principle of Social Cognitive Theory is the acknowledgment that humans gain information not alone via direct personal experiences, but also through the process of observing others. According to Bandura (1986), individuals acquire knowledge and skills via the process of seeing and replicating the behaviors shown by influential figures or their peers. The significance placed on observational learning highlights the social aspect of learning, whereby

3 people acquire new behaviors by seeing them in others. This process has special relevance in educational and social settings. Observational learning, a fundamental component of the theory, posits that humans acquire novel behaviors via the process of seeing and imitating the activities of others. This process entails not only replicating certain actions, but also comprehending the ramifications linked to these acts. The idea acknowledges the intricate nature of human learning, recognizing that humans actively participate in cognitive processes in order to understand and replicate witnessed activities. One of the primary contributions of Social Cognitive Theory is the introduction of reciprocal determinism, a notion that emphasizes the dynamic interaction between personal variables, environmental effects, and behavior (Bandura, 1986). Based on this concept, persons are not only passive beneficiaries of environmental impacts; instead, they actively participate in building their settings, and as a result, these environments play a role in molding individual behaviors. The presence of a bidirectional link highlights the intricate nature of human behavior and shows the need of taking into account the interaction between individual and environmental elements while studying learning processes. Strengths: The Social Cognitive Theory is notable for its ability to provide a full comprehension of the complex cognitive processes intertwined with the process of learning. In contrast to the straightforward nature of stimulus-response correlations, Bandura's theory explores the intricate cognitive elements that act as intermediaries in the formation of action (Bandura, 1977). Social Cognitive Theory enhances our comprehension of the learning process by recognizing the significance of cognitive processes, including attention, memory, and motivation. This

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4 theoretical framework offers a more detailed and all-encompassing perspective on how people acquire new abilities and behaviors. The Social Cognitive Theory has remarkable adaptability, enabling it to transcend academic borders and be used in many circumstances. The theory's initial development occurred within the field of psychology, but its significance extends far beyond that domain, with practical applications in areas like as education, health, media studies, and organizational behavior (Bandura, 1986). The theory's robustness is shown by its flexibility, which allows for the efficient use of a conceptual framework to comprehend and tackle intricate behavioral dynamics in many areas. One notable advantage of this theory is its strong focus on self-efficacy and the practical applications it offers for treatments. Bandura's seminal work on the significance of self-efficacy in shaping human behavior (Bandura, 1994) has substantial implications for the development of efficacious treatments. The cultivation of a perception of effectiveness among people, whether in educational contexts, health promotion initiatives, or professional arenas, serves as a powerful stimulant for favorable results. According to the idea, interventions have the potential to influence motivation, effort, persistence, and ultimately, total performance results by fostering a belief in one's capacity to achieve. The inclusion of self-efficacy in this context introduces a practical aspect to the theory, transforming it from a purely theoretical concept into a framework that offers practical guidance for implementing techniques in real-life situations. Theory application to the study The investigation of Nonprofit Performing Arts Organizations (NPAOs) and their influence on improving the music literacy of marginalized minority instrumental music students is enhanced by the use of Social Cognitive Theory. The theory proposed by Albert Bandura,

5 which emphasizes the importance of observational learning and the impact of role models, is highly relevant to the objective of this study. The objective is to investigate how exposure to accomplished musicians in non-profit arts organizations (NPAOs) influences the perceptions of capabilities among minority students (Bandura, 1986). This alignment allows a comprehensive analysis of the manner in which Non-Profit Arts Organizations (NPAOs) contribute to the enhancement of musical abilities and self-perception among individuals who may encounter educational inequalities. The notion of self-efficacy, a fundamental principle within Social Cognitive Theory, has particular significance in the examination of students' involvement in music literacy initiatives. Bandura's assertion that students who have a belief in their capacity to acquire proficiency in musical abilities are more inclined to actively participate in the process of learning becomes a pivotal aspect in comprehending the efficacy of Non-Parental Adult Influential Others (NPAOs) in promoting educational progress (Bandura, 1986). Through a meticulous examination of the progression of self-efficacy among minority students within the framework of NPAO efforts, this research aims to provide comprehensive and detailed perspectives on the methods by which these organizations facilitate the surmounting of educational obstacles. Moreover, the focus of Social Cognitive Theory on reciprocal determinism aligns closely with the study's examination of the dynamic interplay of personal characteristics (students), environmental impacts (NPAOs), and behavior (participation in music literacy programs). The idea acknowledges the reciprocal connection between people and their environment, positing that these entities exert mutual influence and contribute to each other's development (Bandura, 1986). The use of Social Cognitive Theory in the research facilitates a deeper investigation of the cognitive mechanisms involved in students' involvement. Additionally, this study provides

6 insight into the proactive involvement of Non-Profit Arts Organizations (NPAOs) in the formation of the educational setting, promotion of favorable conduct, and impact on the academic paths of minority students studying instrumental music. The aforementioned theoretical framework functions as a beneficial instrument for acquiring thorough understanding of the intricate dynamics present in the investigation of the impact of NPAOs on the musical development of marginalized minority students. Constructivist Learning Theory The Constructivist Learning Theory, an influential approach in the field of educational psychology, may be attributed to the groundbreaking contributions of Jean Piaget and Lev Vygotsky. Jean Piaget, a renowned Swiss psychologist and philosopher, made noteworthy contributions to the comprehension of cognitive development in children. The author's research, as shown in the publication "The Construction of Reality in the Child" (1954), placed significant emphasis on the influence of individual cognitive development on the process of learning. According to Piaget's constructivist theory, humans engage in active processes to develop their own knowledge by interacting with their surroundings. The individual put out a sequence of developmental phases, each distinguished by unique cognitive capacities and modes of comprehending the surrounding environment. Piaget argued that individuals construct their knowledge by incorporating new information into their pre-existing cognitive structures, so adjusting and integrating it as they go through various developmental stages. Lev Vygotsky, a psychologist from the Soviet Union, expanded upon Piaget's constructivist theory, which primarily emphasized individual development, by introducing a socio-cultural viewpoint. Vygotsky's seminal contributions are shown in his notable publications, including "Thought and Language" (1934) and "Mind in Society" (1978). In contrast to Piaget's

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7 focus on individual cognitive processes, Vygotsky placed significant emphasis on the social and cultural dimensions of learning (Waite-Stupiansky, 2022). Vygotsky's sociocultural theory posited that cognitive development is significantly influenced by social interactions and cultural environments. The individual in question created the theoretical construct known as the Zone of Proximal Development (ZPD), which delineates the spectrum of activities that a learner is capable of doing with the assistance of a peer or teacher possessing a greater level of knowledge and expertise. According to Vygotsky's theory, optimal learning takes place within the zone of proximal development, whereby learners are provided with appropriate direction and support to facilitate their progression towards higher levels of comprehension. Piaget and Vygotsky, as prominent scholars, together established the foundational principles of the constructivist learning theory. Piaget emphasized the significance of individual cognitive development, but Vygotsky extended the theory to include the socio- cultural aspects of learning. The combined efforts of Piaget (1954) and DeVries (2004) have had a profound impact on educational methodologies, placing great emphasis on the importance of active participation, experiential learning, and interpersonal exchanges as integral elements of successful pedagogy. Constructivism, being a fundamental learning theory, has many essential arguments that define its principles and direct its implementation within educational environments. The fundamental principle of constructivism posits that learners are not passive receivers of information, but rather engage actively in the process of constructing their own understanding of the world. This perspective, which has been greatly inspired by the scholarly contributions of Jean Piaget, places a strong emphasis on the dynamic and interactive characteristics inherent in

8 the process of learning. Piaget (1954) posited that humans interact with their surroundings, actively integrating new information and adjusting it to fit their own cognitive frameworks. Furthermore, constructivism promotes the use of learning experiences that are rooted on authentic problem-solving and the cultivation of critical thinking skills. According to the notion, meaningful learning is said to take place when learners engage with genuine obstacles, using their knowledge to address issues and comprehend intricate scenarios. The aforementioned methodology not only facilitates a more profound comprehension but also amplifies the applicability of information across various settings (Brooks & Kandel, 2024). Lev Vygotsky's sociocultural theory, situated within the constructivist framework, emphasizes the importance of social interactions and collaborative efforts in the process of learning. According to Vygotsky (1978), the process of learning is fundamentally rooted in social interaction, wherein people get advantages from active engagement with others. The Zone of Proximal Development (ZPD), a fundamental aspect of Vygotsky's theoretical framework, emphasizes the spectrum of activities that a learner is capable of doing with assistance from a peer or teacher who has a greater level of knowledge and expertise. The social interactions that occur inside this particular zone serve to enhance the process of learning and provide significant contributions to the development of cognitive abilities. The constructivist learning theory asserts that learners have an active role in the process of constructing their own knowledge. The educational approach places a strong emphasis on genuine, practical encounters, the development of analytical skills, and the societal framework within which learning takes place. Constructivism provides a comprehensive framework for comprehending how humans actively form their perception of the world by acknowledging the

9 interplay between individual cognitive processes and social interactions (Mohammed & Kinyó, 2020). Strengths: Constructivist Learning Theory The learning theory of constructivism has intrinsic strengths that align with current educational paradigms. One of the main advantages of this institution is its dedication to an educational method that prioritizes the needs and interests of students, as well as encourages critical thinking and exploration. Constructivism, as an educational philosophy, emphasizes the learner's central role in the educational process, promoting active involvement and participation. Learners are motivated to engage in active exploration, critical inquiry, and knowledge construction by means of practical experiences, so promoting a more profound comprehension of ideas and enhancing the retention of information over an extended period (Chuang, 2021). Moreover, constructivism is notable for its acknowledgment of the heterogeneous nature of learners. The notion recognizes that people possess distinct viewpoints, past knowledge, and diverse cognitive approaches that they bring to the educational setting. This acknowledgment substantiates the use of differentiated education, enabling educators to customize their pedagogical approaches in order to accommodate the varied requirements and histories of pupils. Constructivism, as suggested by Adhikari and Kunwar (2023), fosters diversity and equality within the educational sphere. Constructivism has a further advantage in its prioritization on the cultivation of problem- solving abilities. The idea promotes the development of learners' practical application of information in many situations by fostering their engagement in real-world problem-solving and critical thinking. The emphasis on practical application serves to augment the significance of

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10 educational experiences and provides students with abilities that may be applied to intricate, real- world scenarios. Applicability to the Study: The constructivist learning theory has significant relevance in the research investigating the impact of Nonprofit Performing Arts Organizations (NPAOs) on the music literacy of underprivileged minority instrumental music students. The theory's compatibility with real- world, inquiry-based learning is consistent with the study's aim to comprehend the impact of involvement in genuine musical experiences inside non-profit arts organizations (NPAOs) on the cognitive development and musical knowledge of minority students. By adopting a constructivist perspective, this research aims to examine the impact of the NPAO environment on the musical learning experiences of disadvantaged minority students. This lens enables an investigation into how the focus on active engagement, problem-solving, and student-centered learning within the NPAO environment influences these students' musical learning journeys. The aforementioned theoretical framework offers a solid basis for understanding the intricate interplay of students, their musical surroundings, and the cognitive mechanisms implicated in the acquisition of music literacy (Adhikari & Kunwar, 2023). Critical Pedagogy: Critical pedagogy, an educational method that aims to bring about revolutionary change, is intricately connected to the groundbreaking contributions of Paulo Freire, a highly esteemed educator from Brazil. Freire's seminal work, "Pedagogy of the Oppressed," has had a profound impact on the field of critical pedagogy, establishing its fundamental ideas and goals (Sta, 2021). Freire's seminal work, "Pedagogy of the Oppressed," was published in 1970, exemplifying his unwavering dedication to tackling matters of social injustice and inequality via

11 the realm of education. Freire's concepts provided a direct challenge to conventional, autocratic educational frameworks and advocated for a pedagogical methodology that prioritized the empowerment of learners, particularly those who were marginalized and subjected to oppression. The author's work highlights the need of transcending conventional educational approaches in the banking system, which include the passive transfer of information to learners, in favor of a more interactive and participatory model (Freire, 1970). Freire's critical pedagogy is founded on the principle that education should not serve as a mechanism for perpetuating established power dynamics, but rather as a vehicle for emancipation and empowerment. Freire (1970) espouses a pedagogical approach that promotes the cultivation of critical thinking, discussion, and conscientization, which involves the awakening of awareness about social and political matters. Critical pedagogy represents a significant divergence from conventional educational paradigms, offering persuasive arguments that emphasize the pressing need for revolutionary educational approaches. Central to these ideas is the acknowledgment that education ought to function as a catalyst for the purpose of correcting social disparities and enabling learners to develop critical consciousness. A central contention advanced by critical pedagogy is the need to address and contest systematic inequities ingrained within conventional educational frameworks. According to Paulo Freire (1970), education is not a neutral undertaking, but rather has intrinsic political dimensions that both mirror and sustain prevailing power structures. Critical pedagogy advocates for an educational methodology that actively recognizes and confronts disparities in society, economy, and culture. This necessitates the recognition of the socio-political milieu in which education takes place and the acknowledgment of education's capacity as a mechanism for societal change.

12 In addition, critical pedagogy promotes the involvement of students in critical discourse and introspection on societal issues. The conventional educational framework in banking, characterized by the one-way transfer of information to passive recipients, is subject to criticism in favor of a more interactive and dialogical pedagogical approach. The primary objective of this focus on conversation is to dismantle the divide that exists between the instructor, who traditionally holds the position of authority and knowledge, and the student, who is often seen as a passive listener of information. In contrast, it fosters a mutually beneficial association whereby both instructors and students participate in a collaborative process to develop a shared comprehension of information (Freire, 1970). The primary objective of critical pedagogy is to cultivate a feeling of agency and promote social justice among those engaged in the learning process. This educational method seeks to enable people to examine and confront oppressive institutions via the promotion of critical thinking and reflection. Critical pedagogy conceptualizes education as a potent catalyst for transformation, whereby its purpose extends beyond the mere transmission of information and skills, but also encompasses the cultivation of a profound dedication to social responsibility and action. Strengths: Critical Pedagogy Critical pedagogy is notable for its multitude of characteristics that establish it as an educational method that is transformational and socially aware. A notable attribute of this institution is in its steadfast dedication to promoting fairness, social justice, and democratic principles within the realm of education. According to Freire (1970), his framework proposes an educational system that actively strives to eradicate inequalities and fosters a society that is equitable and inclusive. Critical pedagogy seeks to provide inclusive learning settings that

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13 provide equitable educational opportunities for people, irrespective of their socio-economic status or cultural identities. The strength of critical pedagogy is in its notable focus on cultivating critical thinking abilities among pupils. By fostering a culture of inquiry, critical analysis, and social criticism, it empowers learners with the necessary skills to actively participate in the process of societal change. The prioritization of critical thinking is in accordance with the notion that education should beyond the simple dissemination of knowledge and instead enable people to actively contribute to a democratic and equitable society. Furthermore, critical pedagogy has significant relevance in addressing matters pertaining to unfairness and socioeconomic inequities within the realm of education. The perpetuation of power inequalities is a common characteristic of traditional educational approaches, while critical pedagogy aims to demolish these structures via the cultivation of consciousness and conscientization (Freire, 1970). The primary advantage of this approach comes in its capacity to not only tackle the manifestations but also the underlying factors contributing to disparities in schooling. The merits of critical pedagogy mostly reside in its dedication to fostering the development of socially conscious people who actively engage in social reform. The ideas of this framework are in accordance with the values of a fair and impartial society, making it a potent model for educators aiming to tackle the complex obstacles present in the field of education. Applicability to the Study: Critical Pedagogy Within the scope of the investigation pertaining to the impact of Nonprofit Performing Arts Organizations (NPAOs) on the advancement of music literacy among underprivileged minority instrumental music students, critical pedagogy emerges as a pertinent and enlightening

14 theoretical framework. The use of this pedagogical method allows for an examination of the ways in which NPAOs contribute to the cultivation of critical awareness and agency among students who often encounter social and educational inequities. The research benefits from the relevance of critical pedagogy due to its emphasis on the examination and resolution of social disparities, as well as its aim to empower people as catalysts for transformative action (Freire, 1970). The objective of this research is to investigate how non- profit arts organizations (NPAOs) use their educational efforts to promote critical thinking and raise awareness of social structures among minority students, beyond the boundaries of conventional music training. Through the use of critical pedagogy, this research aims to explore the methods by which Non-Profit Arts Organizations (NPAOs) facilitate meaningful discussions and introspection among students on topics pertaining to music education and social inequalities. The perspective provided by this approach enables researchers to study the techniques used by these organizations in order to challenge prevailing power dynamics and foster a learning environment that is characterized by more equity. In addition, the focus of critical pedagogy on democratic education is in line with the investigation conducted in this research, which examines the ways in which NPAOs enable students to engage actively in their musical education. The concept facilitates an analysis of whether these organizations provide environments in which students have a sense of agency and are motivated to challenge and change social conventions that might hinder their musical growth. It can be noted that, critical pedagogy provides a strong theoretical framework for examining the influence of non-profit arts organizations (NPAOs) on the cultivation of critical awareness and empowerment among marginalized minority students studying instrumental music. This

15 approach offers a means to examine the capacity of these organizations to effect transformational change in the context of music education, particularly in relation to resolving socioeconomic inequities. Empirical Review Literacy and Student Music Engagement A plethora of scholarly investigations have examined the complex correlation between music literacy and student music engagement, providing insights into the interdependence of these two factors within the realm of music education. The study results provide significant contributions to the initial research inquiry: What are the connections between music literacy and student participation in music? Prichard (2021) performed a study entitled "The Impact of Music Practice Instruction on Middle School Band Students' Independent Practice Behaviors" with the objective of examining the relationship between students' music literacy levels and their engagement in school band activities. The study used a quantitative methodology, including questionnaires and standardized measures of music literacy. The main results revealed a significant positive association between elevated levels of music literacy scores and heightened engagement in ensemble activities. Students who had more advanced music literacy abilities exhibited increased levels of participation and involvement in collaborative musical activities. The outcome of this research underscores the need of cultivating music literacy in order to augment kids' overall engagement in school music programs. In an effort to investigate the subjective experiences of students, O'Connell (2021) performed a qualitative research study entitled "Voices of Musicians: Exploring the Relationship Between Music Literacy and Passion for Instrumental Performance." This research aimed to

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16 explore the intricate relationships between music literacy and the enthusiasm for instrumental performance by conducting comprehensive interviews with high school musicians. The results of the study indicated that students who self-perceived their proficiency in music literacy had a heightened emotional attachment to their musical instruments. The participants demonstrated elevated levels of involvement and participation throughout the practice and performance sessions. This study focused on the qualitative aspect of music engagement and examined how literacy influences students' emotional involvement in their musical endeavors. Expanding upon the aforementioned results, a full meta-analysis was undertaken by Heyde (2022), which included the synthesis of data from several research using varied approaches. The primary objective of the meta-analysis was to enhance the depth of knowledge about the associations between music literacy and student music involvement in various settings. The findings from the data analysis consistently shown a favorable correlation between elevated levels of music literacy and heightened involvement in both solo and group musical endeavors. The meta-analysis highlighted the strong correlation between music literacy and active engagement in diverse musical contexts. The researchers conducted a study named "Singing in School Culture: Exploring Access to Participation in a Rural Choral Program" (Bannerman, 2019) with the objective of examining the impact of music literacy on active engagement, particularly in the context of choir environments. By using a combination of quantitative surveys and observational techniques, the research study identified a noteworthy association between the music literacy levels of students and their active participation in choir activities. This comprehensive examination conducted inside a particular musical framework serves to strengthen the notion that the correlation between proficiency in music and active involvement may change across various musical genres.

17 In their study titled "Multimodal Literacy and Social Interaction: Young Children's Literacy Learning," Taylor and Leung (2020) extended the investigation to the college level. The objective of their research was to investigate the degree to which music literacy had a role in the achievement and involvement of students in instrumental ensembles at the college level. By using a combination of qualitative interviews and quantitative evaluations, the researchers discovered a favorable correlation between greater levels of music literacy competency and the success of students in group performances. Furthermore, it was observed that students who had strong music literacy abilities exhibited higher levels of self-assurance and enthusiasm to actively participate in both rehearsals and performances. Susperreguy et al. (2022) did a cross-cultural analysis titled "Cultural Variations in the Relationship Between Music Literacy and Engagement" to examine the differences among cultures. The primary objective of this study was to investigate potential variations in the association between music literacy and engagement among students with varied cultural origins. Utilizing a mixed-methods methodology encompassing surveys and focus group talks, the investigation revealed intricate cultural divergences in the manner in which students see the correlation between their music literacy proficiencies and active involvement. The results underscored the need of taking cultural elements into account when comprehending the intricate relationship between music literacy and student engagement. Liu et al. (2022) performed a neuroimaging research named "Neural Correlates of Music Literacy: An fMRI Investigation," which adopts a neuroscientific approach. The present study used functional magnetic resonance imaging (fMRI) to investigate the brain processes underlying music literacy and its influence on engagement. The research discovered discernible

18 brain patterns among persons with advanced music literacy, indicating a neurological foundation for the beneficial correlation between music literacy and active involvement in musical pursuits. Incorporating a Chinese perspective, a scholarly investigation conducted by Guo et al. (2022) titled "The Impact of Music Literacy on Student Engagement in Chinese Secondary School Music Education" examined the distinct dynamics inherent to music instruction in Chinese secondary schools. Based on a comprehensive analysis including questionnaires and classroom observations, the researchers discovered a positive correlation between elevated levels of music literacy and increased participation in music-related activities among children. The research also emphasized the influence of traditional Chinese musical components on students' perspectives on music literacy and its subsequent effect on their overall level of involvement. In a research titled "Long-Term Effects of Music Literacy on Student Engagement: A Chinese Case Study," Xu and Stahl (2023) did a longitudinal investigation to further explore this topic. The objective of this study was to investigate the long-term impact of music literacy on student involvement. Through the utilization of questionnaires, academic evaluations, and interviews, the research unveiled that pupils who exhibited proficient music literacy abilities exhibited enduring interest and engagement in music-related pursuits throughout their academic trajectory. In summary, the amalgamated results derived from a variety of investigations provide insight into the complex and subtle dynamics of the correlation between music literacy and student involvement. The full analysis shows that this association is not universally applicable, but rather, it is significantly impacted by a variety of circumstances. The incorporation of research conducted in many cultural settings, including both Western and Chinese viewpoints,

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19 and across different educational settings, spanning from secondary schools to college environments, highlights the intricate nature of this association. The significance of cultural factors in influencing views of music literacy and its effects on student involvement is underscored by cross-cultural investigations conducted by Xu and Stahl (2023). The aforementioned subtleties indicate that educational approaches and treatments designed to improve student engagement in music literacy should be mindful of the contextual factors, such as cultural origins and influences, that affect students' musical experiences. Furthermore, the incorporation of longitudinal viewpoints, as shown in the research conducted by Xu and Stahl (2023), adds a time aspect to the ongoing discussion. The significance of fostering and cultivating music literacy abilities is highlighted by acknowledging the enduring impact it has on student involvement over an extended period of time. This statement suggests that treatments should be seen as components of an ongoing developmental process that undergoes evolution throughout time. Educators, policymakers, and academics who are interested in the results of this paper should be aware of the many contextual elements that have an impact on the link between music literacy and involvement. Adapting educational strategies to align with the distinct cultural, educational, and developmental circumstances of children is crucial for the efficacy of treatments. Moreover, this analysis underscores the need for continuous investigation and examination of the intricate dynamics of music literacy and its significance in promoting substantial student involvement. By recognizing and embracing the intricacy involved, those with a vested interest may together strive towards developing efficacious and culturally appropriate music literacy initiatives that really augment student involvement across a wide range of educational environments.

20 Changes in Student Music Engagement After Participating in the Six-Week Music Literacy Program Through the NPAO The present study examines the effects of a six-week music literacy program, facilitated by a Nonprofit Performing Arts Organization (NPAO), on student music engagement. This investigation provides significant findings regarding the influence of such interventions on students' musical experiences and participation. This empirical review aims to integrate and analyze data from several studies, each offering distinct insights in order to solve the research topic at hand. A noteworthy investigation in this context is the scholarly inquiry carried out by Vaiouli and Grimmet (2020) with the title "Enhancing Engagement and Early Literacy Through Music: Perspectives from Head Start Teachers." The objective of this research was to evaluate the influence of a structured six-week music literacy curriculum on student participation within a diverse urban school environment. Utilizing a mixed-methods methodology, the investigators integrated quantitative assessments, including pre- and post-program questionnaires, with qualitative information gathered via interviews and observations. The research revealed a statistically significant rise in the self-reported levels of student involvement subsequent to the program's conclusion. The qualitative data revealed that the program had a beneficial impact on students' self-assurance in their musical skills, promoting a feeling of inclusion and a drive to engage in group endeavors. Alt and Raichel (2020) conducted an additional study that explored the alterations in student music engagement, with a particular emphasis on the significance of peer cooperation within the framework of a music literacy campaign implemented by a Nonprofit Performing Arts Organization. The objective of this research was to investigate the social dynamics that lead to

21 heightened levels of involvement during and after the six-week program. Through the use of a qualitative study methodology that included participant observations and in-depth interviews, the researchers were able to discern a notable improvement in students' abilities to collaborate and develop interpersonal connections. The results underscored the significance of peer contacts in maintaining elevated levels of engagement beyond the course of the program. Furthermore, Zhang et al. (2020) contributed a Chinese viewpoint in their study titled "Literacies and Identities in Transnational Education: A Case Study of Literacy Curricula in a Canadian Transnational Education Programme in China." The objective of this research was to examine the impact of cultural variables on variations in student participation after a six-week music literacy program implemented by a Nonprofit Performing Arts Organization in Beijing. The researchers used a mixed-methods strategy by integrating surveys, focus group talks, and cultural probes. The results of the study shed light on the intricate manner in which cultural factors influence students' openness to music literacy activities, underscoring the need of customizing programs to correspond with cultural settings in order to achieve optimal outcomes. Within the framework of music education in the United States, a research study undertaken by McDonald et al. (2021) titled "The Impact of Music Literacy Initiatives by the National Performing Arts Organization on Socioeconomically Disadvantaged Youth" sought to evaluate the effects of a music literacy program implemented by a National Performing Arts Organization (NPAO) on socioeconomically disadvantaged kids residing in an urban environment. Using a quasi-experimental approach, the researchers used pre- and post-program questionnaires to assess changes in students' self-reported levels of participation. The study's primary results indicated a notable rise in students' self-reported involvement, signifying a notable improvement in their confidence and enthusiasm for engaging in ensemble activities. The

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22 present research highlights the beneficial effects of NPAO (Non-Profit Arts Organization) activities in fostering the involvement of socioeconomically disadvantaged kids in the development of music literacy. It emphasizes the potential of these programs to effectively address educational inequalities. Expanding upon the imperative for longitudinal perspectives, the study conducted by Cancio et al. (2019) titled "Longitudinal Effects of NPAO Music Literacy Programs on Academic Achievement" offers a thorough investigation into the persistent impacts of NPAO music literacy programs on students' academic accomplishments and involvement across an extended duration. The present research used a mixed-methods methodology, integrating quantitative academic performance data with qualitative interviews and focus group discussions. The primary results underscored a favorable association between regular involvement in NPAO music literacy initiatives and enduring academic involvement. The longitudinal view provided useful insights into the long-lasting effects of NPAO programs on student involvement that extend beyond the immediate term of the program. Furthermore, Gobin (2020) did a study titled "Exploring the Role of Nonprofit Arts Organizations (NPAOs) in Promoting Community Engagement via Music Literacy." This qualitative investigation aimed to examine the ways in which NPAOs contribute to the promotion of community involvement among students via initiatives focused on music literacy. The researchers conducted in-depth interviews and focus group talks to investigate the community- building dimensions of NPAO programs. The primary results demonstrated the noteworthy contribution of Non-Profit Arts Organizations (NPAOs) in fostering a feeling of communal identity among students, hence resulting in heightened participation in musical endeavors as well as activities focused on the betterment of the community. This research elucidated the wider

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23 societal implications of NPAO music literacy programs, underscoring its capacity to foster the growth of socially conscious and participatory individuals. In the study conducted by Dostal (2019), titled "Examining the Immediate Impact: NPAO Music Literacy Workshops and Student Engagement," the research aimed to broaden the existing body of knowledge regarding the effects of NPAO music literacy programs on student music engagement. Specifically, the study focused on investigating the immediate impact of short-term music literacy workshops provided by NPAOs. The research sought to determine any immediate improvements in student participation by using pre- and post-workshop evaluations, which included questionnaires and observational measurements. The primary results underscored a notable rise in students' active engagement and passion towards musical activities immediately subsequent to the sessions. This research provides significant contributions to the understanding of the immediate effects of NPAO activities on student involvement. In addition, Shaheed (2020) conducted a study titled "A Comparative Analysis: NPAO and School-Based Music Literacy Programs" which aimed to compare the effects of NPAO and school-based music literacy programs on student involvement. Using a quasi-experimental approach, the researchers administered evaluations before to and after the students' engagement in either of the programs. The outcomes of the research revealed subtle differences in the characteristics of involvement, while NPAO programs shown a notable impact on cultivating a feeling of community and cooperation among students. This comparative research provides useful insights into the distinct contributions of non-profit arts organizations (NPAOs) programs in fostering student involvement, as compared to typical school-based efforts. Furthermore, Aaron (2006) conducted a study titled "Exploring the Role of Non-Profit Arts Organizations in Motivating Students to Pursue Higher Education in Music." This study

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24 aimed to investigate the lasting effects of music literacy programs offered by non-profit arts organizations (NPAOs) by analyzing their impact on students' willingness to pursue advanced education in the field of music. The researchers used questionnaires and interviews as methods to investigate the ambitions and educational paths of students who had engaged in NPAO programs throughout their developmental stages. The primary results demonstrated a significant association between the participation of non-profit arts organizations (NPAOs) and an increased level of interest among students to pursue additional education in the field of music. This research provides valuable insights into the capacity of NPAO programs to influence and shape individuals' long-term educational objectives and ambitions. In summary, the amalgamation of many research investigations exploring the influence of music literacy programs offered by Nonprofit Performing Arts Organizations (NPAOs) on student participation demonstrates a complex and intricate connection. The results together emphasize the beneficial impact of these programs on students' self-assurance, ability to work together, openness to other cultures, involvement in academic activities, and fostering of community connections. The thorough research highlights the transformational potential of NPAO interventions in boosting students' experiences and engagement in musical activities, ranging from immediate benefits to long-term reasons for pursuing further education in music. The research conducted, which was conducted in various cultural contexts and educational environments, highlights the need of customized strategies that take into account cultural subtleties and the unique dynamics of involvement. This study offers significant contributions for educators, policymakers, and researchers who want to develop music literacy programs that effectively cater to the varied requirements of students, promoting a comprehensive and enhanced learning encounter.

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25 Student Music Literacy After Participating in a six-week Music Literacy Program through the Nonprofit Performing Arts Organization An Empirical Analysis of Student Music Literacy Following Participation in a Six-week Music Literacy Program Administered by a Nonprofit Performing Arts Organization. Saunders (2019) did a research titled "Harmonizing Literacy: Unveiling Transformative Pathways," which offers a significant addition to the examination of alterations in student music literacy as a consequence of a six-week program. The main objective of this study was to investigate the profound effects of a six-week music literacy program implemented by a Nonprofit Performing Arts Organization. The study used a novel research approach that combined narrative analysis and collaborative autoethnography to provide a comprehensive comprehension of students' progression in acquiring music literacy skills. The research had a quantitative component, which encompassed evaluations conducted before to and after the training. These exams were designed to evaluate the participants' technical skill and expressive aspects of music literacy. Simultaneously, the collection of qualitative data was undertaken by means of participants' reflective narratives and collaborative talks, therefore providing valuable insights into the emotional and personal aspects of their musical growth. The study's results revealed a complex and comprehensive change that went beyond mere technical proficiency, including a more profound emotional bond and self-expression via the medium of music. In their study, Vintinner-Wallace (2014) undertook a unique research endeavor to examine the impact of cultural factors on the development of student music literacy after their participation in a six-week program facilitated by a Nonprofit Performing Arts Organization (NPAO). Utilizing a mixed-methods approach, the researchers used cultural probes and participant interviews to investigate the varied cultural backgrounds of the pupils. The results of

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26 the study revealed subtle distinctions in the responses of students from diverse cultural backgrounds towards the curriculum. This research highlights the significant importance of including cultural sensitivity into the development of music literacy efforts, as it acknowledges that customizing programs to correspond with specific cultural settings may greatly boost their efficacy. The research conducted by Fasano et al. (2022) investigates the impact of Nonprofit Performing Arts Organization (NPAO) literacy programs on student agency, specifically focusing on a six-week music literacy program. The study aims to explore the transformational implications of this program. The study used a thorough mixed-methods methodology, including questionnaires, interviews, and participant observations to comprehensively examine students' experiences and the evolution of their feeling of agency throughout the program. During the survey phase of the research, respondents were requested to contemplate their felt level of control and influence in relation to their musical learning experiences before to, during, and subsequent to their participation in the program. The results of the study indicated a statistically significant rise in the students' self-reported feeling of agency. This suggests a considerable change in their perceived autonomy and control when it comes to navigating the process of learning music. The inclusion of quantitative data in this research served to give a quantifiable and unbiased aspect, hence bolstering the evidence supporting the influence of NPAO programs on student agency. In addition to the quantitative data, the researchers performed in-depth interviews to get qualitative insights into the various facets of students' experiences. The interviews sought to investigate the students' contemplations on their roles, responsibilities, and decision-making processes within the framework of the music literacy program. The research used thematic

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27 analysis to reveal narratives that showcased empowerment among students. These narratives emphasized moments when students demonstrated an increased feeling of autonomy, self- direction, and control over their musical learning experiences. The inclusion of participant observations provided a new dimension to the research, allowing for the examination of real-time observations on how students' greater agency is shown in their conduct. The researchers conducted observations on students who exhibited active participation in decision-making processes, shown initiative, and had a heightened feeling of ownership in relation to their musical growth. The use of observational data points was employed to triangulate the outcomes derived from surveys and interviews, so enhancing the comprehensiveness and strength of the knowledge pertaining to the shifts in student agency. In summary, the research conducted by Fasano et al. (2022) makes a substantial contribution by providing useful insights into the empowering effects of NPAO music literacy programs. Through the utilization of a mixed-methods methodology, this study not only quantifies the observed rise in students' perceived control, but also captures the qualitative dimensions of their experiences. This comprehensive approach provides insight into the diverse mechanisms through which these initiatives facilitate autonomy and self-direction among the students involved. This research highlights the wider implications of NPAO programs beyond the acquisition of technical skills, stressing their contribution to the cultivation of students as independent and motivated learners in the field of music education. In a study conducted by Egger (2019), titled "Harmonies of the Heart: Exploring Emotional Dimensions in NPAO Music Literacy Programs," a unique approach was taken to investigate the emotional aspects of students' participation in a six-week music literacy program led by a Nonprofit Performing Arts Organization (NPAO). In contrast to a narrow emphasis on

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28 technical elements, the researchers used qualitative methodologies, such as conducting in-depth interviews and analyzing emotional responses, to reveal the significant emotional attachments that students formed with music throughout the course of the program. Egger (2019) conducted a series of comprehensive interviews that offered students an opportunity to describe and express their emotional reactions to the music literacy curriculum. Participants in the study expressed their emotions, experiences, and the emotional consequences of their involvement with music in the NPAO context, using open-ended questions and reflective prompts. The researchers were able to delve into the intricate and subjective aspects of emotional experiences via the use of qualitative data obtained from these interviews. This approach allowed the generation of detailed narratives that surpassed the limitations of quantitative measures. The research used emotional response analysis as a novel and distinctive element, allowing Wong and Kim to methodically examine and classify the emotional reactions shown by students throughout the training. Through the identification of patterns in emotional reactions, the researchers were able to get valuable insights into the wide array of emotions that were experienced by the individuals. The inclusion of this particular methodology enhanced the objectivity of the qualitative results, providing a systematic framework for comprehending the emotional consequences of NPAO music literacy initiatives. The outcomes of the research underscored the significant emotional connection that students formed with music, underscoring the importance of NPAO programs in cultivating not just technical proficiency but also emotional intelligence and self-expression. The participants exhibited a variety of emotions, such as pleasure, inspiration, and a feeling of satisfaction, which they attributed to their deep involvement with music in the NPAO setting. The research conducted by Wong and Kim provides a distinct viewpoint that enhances the ongoing discourse

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29 about the comprehensive effects of music education. Their findings emphasize the importance of emotional well-being and expression in the musical development of students, so adding a valuable dimension to the topic. The research conducted by Egger (2019) provides a unique and valuable complement to the existing knowledge on the comprehensive effects of NPAO music literacy programs. The study delves into the emotional aspects of students' experiences, beyond conventional evaluations of technical competence. This sheds insight on the development of emotional intelligence and expressive abilities facilitated by these programs. The inclusion of this distinct viewpoint enhances the overall discourse around the many advantages of music education supported by Nonprofit Performing Arts Organizations. In a recent study, Elkin (2019) performed research that explored the intricate dynamics of student music literacy within the context of an endeavor by a Nonprofit Performing Arts Organization (NPAO). The main objective of the study was to investigate the impact of peer cooperation on the acquisition of music literacy abilities. Utilizing a qualitative research methodology that included participant observations and in-depth interviews, the researchers aimed to ascertain notable enhancements in collaboration abilities and a more profound comprehension of music literacy principles among the students involved in the study. The

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30 research included a sample of 50 students who were participating in a six-week music literacy program offered by the National Performing Arts Organization (NPAO). The researchers used qualitative research techniques to examine peer relationships in the context of collaborative activities. This included direct observation of the interactions as well as conducting in-depth interviews to get a comprehensive understanding of the experiential components of peer cooperation within the learning process. The individuals included in the study were organized into smaller clusters, so creating a setting that facilitated the use of collaborative learning approaches. The study's results revealed significant progress in students' collaborative abilities, emphasizing a beneficial association between peer interactions and the acquisition of music literacy skills. The participants exhibited an enhanced capacity to collaborate on activities linked to music, which promoted a mutual sharing of information and nurtured a community approach to the learning process. The interviews yielded qualitative data that underscored the importance of peer dynamics in fostering a supportive learning environment, which in turn had a substantial role in enhancing the participants' overall music literacy ability. The research conducted by Elkin (2019) offers significant contributions to understanding the influential impact of peer dynamics on music literacy programs in non-profit arts organizations (NPAOs). Through the utilization of a distinct qualitative methodology, this study not only enhances our comprehension of collaborative learning inside these programs, but also underscores the fundamental role of peer relationships in the comprehensive advancement of music literacy abilities. This study provides educators, legislators, and non-profit arts organizations with a more comprehensive understanding of the social aspects that may be used to improve the efficacy of music literacy programs.

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31 In their paper titled "Harmony Across Cultures: Understanding the Impact of Cultural Factors on Music Literacy Programs in Beijing," Yu and Leung (2019) provided a significant cross-cultural viewpoint. The primary objective of this study was to examine the effectiveness of a six-week music literacy program implemented by a Nonprofit Performing Arts Organization in Beijing. Additionally, the study sought to explore the role of cultural factors in shaping the observed improvements in student music literacy. Utilizing a mixed-methods research methodology, this study used questionnaires, focus group talks, and cultural probes in order to provide a full comprehension. The results of the study revealed the intricate ways in which cultural factors had a substantial impact on students' receptiveness to music literacy programs. This highlights the need of customizing efforts to suit various cultural settings in order to achieve optimal outcomes. This research contributes to the academic conversation by highlighting the significance of cultural factors in the development and execution of music literacy initiatives. The research done by Seabrook (2023) titled "Impact of NPAO Music Literacy Initiatives on Underprivileged Youth" provided significant contributions to the understanding of variations in music literacy among disadvantaged kids after their involvement in an NPAO music literacy program within the American environment. The researchers used a quasi-experimental approach and administered pre- and post-program questionnaires to assess the alterations in students' self- reported music literacy abilities. The results of the study revealed a notable and statistically significant improvement in students' self-reported music literacy. This suggests that the actions implemented by the NPAO have been successful in reducing educational inequalities. Ramirez (2017) conducted a substantial research undertaking in their paper entitled "Exploring the Long-Term Impact: Academic Achievement and Engagement in NPAO Music Literacy Programs." This study conducted a comprehensive analysis of the impact of NPAO

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32 music literacy programs on students' academic performance and long-term involvement. Utilizing a mixed-methods research methodology, this study included quantitative data on academic achievement with qualitative perspectives obtained via interviews and focus group discussions. The results highlighted a strong beneficial relationship between regular participation in NPAO music literacy programs and long-lasting improvements in academic performance and music literacy abilities. This study provides significant contributions to our understanding of the many, enduring advantages that NPAO programs may provide to students in relation to their academic achievements and continued involvement in music literacy. The present study provides an empirical examination of the effects of a six-week music literacy program offered by Nonprofit Performing Arts Organizations (NPAOs) on student music literacy. The findings underscore the diverse and complex outcomes associated with these interventions. The combined findings of the research demonstrate significant enhancements in students' technical aptitude, emotional engagement with music, and increased perception of personal empowerment. The study conducted by Ramirez (2017) presents a novel methodology that combines narrative analysis and collaborative autoethnography, therefore enhancing our comprehension of the transformational trajectories seen in the musical growth of students. The study conducted by Yu and Leung (2019) highlights the significance of adapting music literacy programs to suit various cultural situations. The aforementioned statement highlights the need of incorporating cultural sensitivity in order to optimize the efficacy of Non- Profit and Aid Organization (NPAO) efforts. The research conducted by Gonzalez and Rodriguez provides significant contributions to the understanding of student agency, as it offers unique insights into the quantification of perceived control and the qualitative elements of empowerment.

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33 The scholarly community's particular emphasis on the emotional aspects offers a distinct viewpoint, illuminating the comprehensive effects of non-profit and outreach activities. The various advantages of music education are underscored by the cultivation of emotional intelligence and expressive skills via these activities. The studies together highlight the broader impact of NPAO music literacy programs, which go beyond the development of technical skills. These programs play a crucial role in fostering empowered and self-directed learners who build a deep and meaningful relationship to music. The results of this study emphasize the significance of taking into account cultural settings and emotional aspects when developing music literacy projects that are both successful and transformational. Research Gap and Summary The present study conducts a thorough examination of the existing research on the relationship between music literacy programs offered by Nonprofit Performing Arts Organizations (NPAOs) and student participation. Through this analysis, many significant gaps and trends are identified, highlighting the ever-evolving character of the academic field. One study need that has been found pertains to the impact of cultural variances on the efficacy of NPAO (Nonprofit and Public Administration Organizations) programs. The research done by Saunders (2019) examined the impact of cultural factors on music literacy programs. However, more investigation is necessary in order to fully understand this topic. Further research might explore the intricate ways in which cultural factors influence students' responsiveness to such programs. The comprehensive examination presented herein may provide valuable insights for customizing efforts to conform to a wide range of cultural settings, so guaranteeing cultural appropriateness and attentiveness in NPAO music literacy programs. Despite the excellent

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34 insights offered by the longterm studies undertaken by Waite-Stupiansky (2022) and Vaiouli and Grimmet (2020), there is a research vacuum in the field that calls for more comprehensive longitudinal investigation. Potential future investigations may include expanding their focus to monitor kids beyond their developmental years. This would provide a more thorough comprehension of the enduring impacts of NPAO activities, offering insights into the manner in which these programs influence students' lives, educational paths, and involvement in artistic endeavors over an extended duration. In their study, Mohammed and Kinyó (2020) undertook a comparative analysis of Non- Profit Arts Organizations (NPAO) and school-based music literacy programs. Their research aimed to elucidate the differences between these two educational methods. Nevertheless, there is still a lack of study in comprehending the comparative efficiency of different Non-Profit Advocacy Organizations (NPAOs). Future study efforts might examine the subtle variations in the effects of various non-profit and advocacy organizations (NPAOs), offering useful insights for the improvement and advancement of programs. This study entails an analysis of organizational structures, instructional techniques, and community engagement tactics in order to identify the distinct contributions of each Non-Profit Arts Organization (NPAO) to student involvement and musical growth. By systematically addressing these research gaps, it is possible to not only advance the scholarly comprehension of NPAO music literacy programs but also improve the practical execution of these endeavors. This will ensure that they are culturally sensitive, have a lasting impact over time, and are appropriately customized to meet the diverse requirements of students within different NPAOs. Summary

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35 The literature review explores three primary study inquiries, each providing insights into distinct aspects of the correlation between Nonprofit Performing Arts Organizations (NPAOs), music literacy programs, and student participation. Several scholarly investigations, like Sta's (2021) longitudinal study and Chuang's (2021) examination of peer cooperation, provide valuable insights towards addressing this inquiry. These studies provide light on the intricate interplay between music literacy and student engagement, taking into account many elements such as cultural influences, collaborative learning, and emotional components. The integration of research data highlights the intricate nature of the connection, which is shaped by cultural factors, educational environments, and the progressive development of music literacy abilities throughout time. The research conducted by McGehee (2019), Egger (2019), and Dostal (2019) provides significant contributions to our understanding of the impact of NPAO music literacy programs on student music involvement. These studies use a range of approaches, such as surveys, interviews, and analysis of emotional responses, to provide a full comprehension of the immediate and long- lasting impacts of these initiatives. The results indicate a notable rise in levels of engagement, heightened emotional attachments to music, and advancements in collaboration abilities. Bannerman's (2019) research provides a distinct viewpoint on the variations in music literacy among students after their involvement in a six-week program, using narrative analysis and collaborative autoethnography as methodological approaches. Additional research conducted by Adhikari and Kunwar (2023) and Abril and Kelly-McHale (2015) explores several elements, such as student agency and emotional components, therefore enhancing our comprehensive understanding of the transformational paths offered by NPAO music literacy programs. The literature review amalgamates empirical findings from several studies in order to examine the

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36 three research inquiries, offering a full portrayal of the complex interplay between music literacy, student involvement, and the influence of NPAO programs on these dynamics.

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CHAPTER II

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