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 focused specifically on music-making. Resulting research has often highlighted the social, psychological and emotional benefits involved (see, for example, De Viggiani et al, 2013) 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