The Community Music Facilitator and School Music Education

Higgins, Lee; Bartleet, Brydie‐Leigh

doi:10.1093/oxfordhb/9780199730810.013.0030

Cited by 11 publications

(18 citation statements)

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“…This positive impact of flexible teacher/leader roles, including that of facilitator and co-creator, has been well-documented throughout the music education literature, both in school and community settings (Green, 2008; Jeanneret & Wilson, 2016; Philpott, 2016; Wright & Finney, 2010). Similarly, the pedagogy advocated for community music leaders also espouses flexible strategies and facilitation modes (Higgins & Bartleet, 2012).…”

Section: Contextual Factors Impacting Wellbeing Outcomesmentioning

confidence: 99%

Contextual factors and wellbeing outcomes: Ethnographic analysis of an artist-led group songwriting program with young people

Baker

Jeanneret

Clarkson

2017

Psychology of Music

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Group-based therapeutic songwriting has been applied to enhance the wellbeing of young people. Artist-led songwriting experiences have potential to enhance wellbeing of young people but this has not yet been fully explored. Understanding how this activity impacts wellbeing can advance practice. This study offers a music therapy perspective on artist-led group songwriting, highlighting contextual factors that impacted wellbeing outcomes. A two-day artist-led songwriting program with 85 young people was observed. Video footage, ethnographic field notes and artefacts were thematically analysed and produced themes relating to contextual factors and wellbeing outcomes. Three overarching themes resulted: young people feel safe; young people have fun; young people push beyond boundaries. Contextual factors (sub-themes) included direct and honest feedback, high-energy rituals and emphasis on artistic excellence. Insights into circumstances permitting wellbeing outcomes for young people were obtained. Contextual factors helped shape the songwriting environment by promoting fun, safety and pushing boundaries. This environment enabled young people to engage in the program and benefit from its wellbeing-focused activities. Findings can inform music therapy and other professions using group songwriting with young people to foster wellbeing.

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Section: Contextual Factors Impacting Wellbeing Outcomesmentioning

confidence: 99%

Contextual factors and wellbeing outcomes: Ethnographic analysis of an artist-led group songwriting program with young people

Baker

Jeanneret

Clarkson

2017

Psychology of Music

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“…A fundamental challenge the facilitator faces in informal institutional creative musicking projects can be how to support the participants’ creative contribution. Similar to community music leaders, the facilitation emphasizes active participation adjusted to the context (Higgins & Bartleet, 2012), and to give the participants opportunities to take part in the collaborative development of musical material. When Nicholas directed his first question “So, what is a typical ‘string’ sound?” to the group of woodwind players, he also conducted a path for the collaborative creative process.…”

Section: Resultsmentioning

confidence: 99%

Multiple modes of facilitation in a Norwegian creative musicking project

Viig

2017

Research Studies in Music Education

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In recent decades, the teaching and learning of composition has become an important topic for research in music education. Composition is established as one of the three main areas in the Norwegian curriculum Læreplanverket for Kunnskapsløftet (LK06, 2006), and the importance of creative competencies is being increasingly recognized worldwide, inside and outside formal music education institutions. A central research topic within the field of music education addresses the issue of how to facilitate and lead creative musicking projects. This article examines a composition workshop in which pupils from several Norwegian municipal schools of music and performing arts participate. The aim of the workshop was to create a new piece of music that would be performed at the end of the project period. An experienced composition workshop leader led the project, and four professional musicians took part. The empirical data for this study consisted of interviews, participant observation and video-recordings. Analyzed from a sociocultural perspective, the findings led to a deeper understanding of the facilitation role, revealing that it consists of multiple modes, such as scaffolding, co-participation and collaboration, as well as management and distribution of cultural tools. These findings are discussed in terms of understanding the complex knowledge and skills needed to facilitate creative musicking practices.

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“…Sometimes it makes sense to motivate families through their own musical skills, and other times it can have the opposite effect. It is the facilitator's role to keep an eye on this balance [ 42 ].…”

Section: Methodsmentioning

confidence: 99%

“…The role of music is to enable shared aesthetic and revitalizing experiences and expressions. Music can be understood as a common third, and as something that enables social interaction [ 41 , 42 ]. For some families it may be about exploring identity and evoking memories, but this is not essential.…”

Section: Methodsmentioning

confidence: 99%

Music, families and interaction (MUFASA): a protocol article for an RCT study

et al. 2022

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Background General mental health and interpersonal skills of families are crucial to children's development and future. Research suggests a link between participation in music activities and individuals' own sense of mental health, as well as an effect in objective measures of health such as quality of life, social skills, and rehabilitation of various kinds. However, in Denmark there are not many services for families with school-aged children (7–12 years) that focus on prevention and strengthening family interaction hereby minimising the risk of children not thriving and developing optimally in terms of social and emotional skills and competences. The purpose of this study is to investigate the effect of shared music activities on family interaction, parental stress, and child well-being. Methods The study is a controlled effect study where 40 family dyads from Aalborg and Aarhus are randomized into 4 different groups including music therapy activities, community music, family concerts and a control group. Measurements of family interaction (Assessment of Parent Child Interaction, APCI) and mental health (Parental Stress Scale, PSS, and the Strengths and Difficulties Questionnaire, SDQ) will be made at baseline/pre intervention, at post intervention and a follow-up measurement 12 month after baseline (month 1, 3 and 12) 3 times in total. Furthermore, data about the family dyad’s regular participation in music events as part of every-day life at the same measure points (month 1, 3 and 12). Since this is a planned prospective study, results are not yet available, but clinical experience from a feasibility study in 2021 were promising and expected challenges and changes are discussed in the article. Discussion Findings of this study will be relevant for all fields where music is applied for families, such as education, mental health, social work and for basic research on the study of music and interaction. Music used as a resource for families is crucial in understanding how different modalities can influence the family interaction including emotional communication and attachment. Trial registration: ISRCTN, ISRCTN17290015, Registered 03 March 2022, https://www.isrctn.com/ISRCTN17290015 Date and protocol version July 2022, version 1. Protocol is planned to be updated after finalized recruitment during second data collection point and again after the third and last data collection point (see Additional file 1: SPIRIT Checklist).

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The Community Music Facilitator and School Music Education

Cited by 11 publications

References 0 publications

Contextual factors and wellbeing outcomes: Ethnographic analysis of an artist-led group songwriting program with young people

Contextual factors and wellbeing outcomes: Ethnographic analysis of an artist-led group songwriting program with young people

Multiple modes of facilitation in a Norwegian creative musicking project

Music, families and interaction (MUFASA): a protocol article for an RCT study

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