Abstract
In recent years a plethora of arts-based projects and interventions targeting marginalised children and young people have emerged a number of which have focussed specifically on music-making. Resulting research has often highlighted the social, psychological and emotional benefits involved although few studies have explored the connections between music-making and mentoring with young people in educational contexts. This paper comprises a small-scale, qualitative study of one such intervention in a secondary school in the South of England. Analysis of transcripts from one-to-one interviews with participants (pupils) aged 11–17 years reveals various ways in which music-making facilitated positive change such as increased confidence, improved attitudes towards teachers and peers, feelings of calm, and better communication skills. The paper concludes by suggesting that music-making activity may confer significant psycho-social benefits for young people, particularly when combined with mentoring support.
Original language | English |
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Pages (from-to) | 1061-1076 |
Number of pages | 16 |
Journal | Journal of Youth Studies |
Volume | 21 |
Issue number | 8 |
Early online date | 5 Mar 2018 |
DOIs | |
Publication status | Published - 2018 |
Keywords
- Performing arts
- qualitative research
- music-making
- mentoring
- marginalised youth