Connecting through music: The contribution of a music programme to fostering positive youth development

Abstract

This article reports an investigation of the musical and extra-musical outcomes of participation in a music programme for students in four socio-economically disadvantaged school settings. Drawing on the theory of Positive Youth Development, which provides a focus on the positive assets young people bring to their engagement rather than perceived deficits and risks, the findings indicate that PYD outcomes do arise from music participation in these settings. Specifically, students evidence developing competencies in the PYD domains of Competency (musical, academic, social), Confidence, Connection, Character, and Caring. The findings also indicate those learning and teaching strategies and environmental supports that foster the development of PYD domains in these settings.

Designing Responsive Music Making Devices: Creating Positive Exercise Experiences for Seniors

“…Research has consistently found that creating music has positive psychological effects for all ages from children to older adults. Music makers have improved selfesteem, perception of self-worth and perceived quality of life; this may be because of an increased sense of purpose, accomplishment and identity associated with music making (Barrett, 2014;Croom, 2014;Hallam et al, 2014). Performing and creating music in groups can provide additional benefits for individuals, giving participants an increased sense of pride and accomplishment, increased social satisfaction and affirmation, which includes positive social relationships (Bailey, 2005;Susan Hallam et al, 2014).…”

The Relation Between Adolescents’ Music Activity Participation and Character Development

“…Sport is the most commonly chosen ECA activity (Feldman & Matjasko, 2007) with the most research available, detailing its positive impact on aspects of PYD. Nonetheless, participation in music has been reported to bring benefits in terms of personal identity exploration; understanding emotions; opportunities to respond to challenges and appropriate risk-taking through public performance; development of life-skills and character; and increased social skills through connections with peers and adult leaders (Barrett & Bond, 2015;Barrett & Smigiel, 2007;Campbell, Connell, & Beegle, 2007;Ter Bogt, Mulder, Raaijmakers, & Gabhainn, 2010).…”

“…Hence, extra-curricular sport and music participation were chosen as the settings for this research. These activities are considered to present challenges and demands that may contribute to building character and although research evidence is more plentiful for sport than music ECAs (Fredricks et al, 2002), they have been previously suggested to offer settings which support aspects of positive development for youth (Barber, Eccles, & Stone, 2001; Barrett & Bond, 2015;Eccles, Barber, Stone, & Hunt, 2003), The picture is not entirely consistent, however, as studies have found associations between sport participation and negative behaviours (Barber et al, 2001), and creative arts participation has been found to be negatively related with PYD outcomes (Bundick, 2011). Thus, a need for research into the relation between sport and music ECAs and the PYD C of character is indicated.…”

“…Playing music within a structured setting, such as an adult-led youth orchestra or school band, has been associated with a strong level of commitment; the development of music and performance skills; increased communication and connections with peers and adults; enhanced creativity; and opportunities for spiritual uplift and relaxation (Barrett & Bond, 2015;Barrett & Smigiel, 2007). Adolescents also learn to cooperate with peers and leaders, as well as to use initiative and persevere in the face of challenges (Hallam, 2010;.…”

“…Extra-curricular activity sport participation in adolescence has been associated with increased levels of self-esteem (Bowker, 2006;McHale, Vinden, Bush, Richer, Shaw, & Smith, 2005;Haugen et al, 2011), although outcomes have been moderated by factors such as gender and goal orientation (Bowker, Gadbois, & Cornock, 2003). Music learning has also been reported to be associated with higher self-esteem (Barrett & Bond, 2015), although this can be tempered by the quality of interactions between student and teacher, and the level of support from parents (Creech & Hallam, 2011).…”