From School to Society: The Multifaceted Impact of a High School Orchestra on Individual and Social Artistic Development – A Case Study of Wuwei No.1 High School Orchestra

China’s renewed emphasis on aesthetic education has moved school orchestras from the extracurricular margins to the center of basic education, especially in smaller cities. Yet evidence on their broader cultural effects remains limited. Using the Wuwei No. 1 High School Orchestra as a case study, this thesis examines how a school ensemble serves as both a site of aesthetic learning and a bridge to the local cultural ecosystem. I propose an integrative framework that links in-school outcomes (artistic skills and non-cognitive competencies) with out-of-school outcomes (arts consumption, cultural identity, and civic/cultural engagement). The study asks three questions: which artistic and non-cognitive competencies develop through sustained participation? How does involvement relate to consumption, identity, and future engagement? and what mechanisms connect the orchestra to city resources? A mixed-methods design was used. Quantitatively, a survey that has been collected with more than 400 copies recorded participation history, rehearsal/performance intensity, perceived gains (confidence, cooperation, discipline, leadership), arts consumption, exposure to traditional/folk music, and types of external contact. Qualitatively, semi-structured interviews with students, alumni, parents, school leaders, instrumental teachers, and local cultural staff were audio-transcribed and thematically analyzed. Results indicate that regular participants report greater gains in technique, discipline, time management, and stage confidence, as well as stronger motivation to continue instrumental study, external contacts, participation in related activities, and exploration of a broader repertoire. Participation, particularly in Chinese ensembles, is associated with a stronger recognition of local traditions and increased exposure to folk instruments and intangible heritage. Interviews clarify the mechanism: in-school practice builds readiness and community; structured external opportunities help sustain participation and school–community ties. By centering on a western China case with a sizable sample and stakeholder voices, the study provides evidence on how a school orchestra can function as both a site of aesthetic education and a bridge to public culture in a small-city setting.