Marginalised youth, criminal justice and performing arts : young people's experiences of music-making. / Parker, Andrew; Marturano, Naomi; O'Connor, Gwen; Meek, Rosie.

In: Journal of Youth Studies, Vol. 21, No. 8, 2018, p. 1061-1076.

Research output: Contribution to journalArticle

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Marginalised youth, criminal justice and performing arts : young people's experiences of music-making. / Parker, Andrew; Marturano, Naomi; O'Connor, Gwen; Meek, Rosie.

In: Journal of Youth Studies, Vol. 21, No. 8, 2018, p. 1061-1076.

Research output: Contribution to journalArticle

Harvard

Parker, A, Marturano, N, O'Connor, G & Meek, R 2018, 'Marginalised youth, criminal justice and performing arts: young people's experiences of music-making', Journal of Youth Studies, vol. 21, no. 8, pp. 1061-1076. https://doi.org/10.1080/13676261.2018.1445205

APA

Vancouver

Author

Parker, Andrew ; Marturano, Naomi ; O'Connor, Gwen ; Meek, Rosie. / Marginalised youth, criminal justice and performing arts : young people's experiences of music-making. In: Journal of Youth Studies. 2018 ; Vol. 21, No. 8. pp. 1061-1076.

BibTeX

@article{3a1add6b6b874a3ba6a8afbaff427928,
title = "Marginalised youth, criminal justice and performing arts: young people's experiences of music-making",
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.",
keywords = "Performing arts , qualitative research, music-making, mentoring, marginalised youth",
author = "Andrew Parker and Naomi Marturano and Gwen O'Connor and Rosie Meek",
year = "2018",
doi = "10.1080/13676261.2018.1445205",
language = "English",
volume = "21",
pages = "1061--1076",
journal = "Journal of Youth Studies",
issn = "1367-6261",
publisher = "Routledge",
number = "8",

}

RIS

TY - JOUR

T1 - Marginalised youth, criminal justice and performing arts

T2 - young people's experiences of music-making

AU - Parker, Andrew

AU - Marturano, Naomi

AU - O'Connor, Gwen

AU - Meek, Rosie

PY - 2018

Y1 - 2018

N2 - 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.

AB - 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.

KW - Performing arts

KW - qualitative research

KW - music-making

KW - mentoring

KW - marginalised youth

U2 - 10.1080/13676261.2018.1445205

DO - 10.1080/13676261.2018.1445205

M3 - Article

VL - 21

SP - 1061

EP - 1076

JO - Journal of Youth Studies

JF - Journal of Youth Studies

SN - 1367-6261

IS - 8

ER -