Connecting through Music: The Contribution of a Music Programme to Fostering Positive Youth Development

Autor/inn/en	Barrett, Margaret S.; Bond, Nigel
Titel	Connecting through Music: The Contribution of a Music Programme to Fostering Positive Youth Development
Quelle	In: Research Studies in Music Education, 37 (2015) 1, S.37-54 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X14560320
Schlagwörter	Foreign Countries; Music Education; Student Development; Economically Disadvantaged; Disadvantaged Youth; Disadvantaged Schools; Adult Development; Outcomes of Education; Case Studies; Learning Strategies; Teaching Methods; Educational Strategies; Context Effect; Semi Structured Interviews; Competence; Self Esteem; Interpersonal Competence; Academic Achievement; Capacity Building; Skill Development; Adolescent Development; Observation; Australia + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Benachteiligter Jugendlicher; Erwachsenwerden; Lernleistung; Schulerfolg; Case study; Fallstudie; Case Study; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Kompetenz; Self-esteem; Selbstaufmerksamkeit; Interpersonale Kompetenz; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Beobachtung; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01