Group Song Writing and Music Making Opening Social, Education and Career Pathways for Low Socio-Economic Status Youth in Adelaide's North.
Date
2023
Authors
Yates, Hannah Beth
Editors
Advisors
Harrald, Luke
Dollman, Emily
Dollman, Emily
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Thesis
Citation
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Abstract
Music education and music learning can contribute to broadening social, education and career pathways as it builds bridges and closes a variety of gaps for low socio-economic status youth. This thesis explores the positive effects of music making and song writing for young people battling the statistical characteristics and complexities of low socio-economic status, particularly those living in the Northern suburbs of Adelaide, South Australia. Key focal points of these benefits include social interaction, community engagement, well-being, academic and transferable skills, education and career options. Analyses of a selection of South Australian, Australian and international music programs, workshops and groups for disadvantaged youth have been investigated to build this understanding. This body of research investigation, paired with the experiences of the researcher, has informed the foundation and development of short-term song writing and music making workshops. These sessions have been developed for low socio-economic status young people of eight to twelve years old in Adelaide’s North, to expose them to music learning and music making experiences through different forms of music pedagogy, in a positive and flexible learning environment. This includes outlines of session plans from a condensed one-off session and up to a six-week program of hourly sessions. These sessions are intended to instigate musical pathways that these young people may never have conceived were available to them. From variations of these workshops, there is an evaluation of a small data pool collected from sessions co-facilitated by the researcher, focusing on self-efficacy outcomes.
School/Discipline
Elder Conservatorium of Music
Dissertation Note
Thesis (MPhil) -- University of Adelaide, Elder Conservatorium of Music, 2024
Provenance
This electronic version is made publicly available by the University of Adelaide in accordance with its open access policy for student theses. Copyright in this thesis remains with the author. This thesis may incorporate third party material which has been used by the author pursuant to Fair Dealing exceptions. If you are the owner of any included third party copyright material you wish to be removed from this electronic version, please complete the take down form located at: http://www.adelaide.edu.au/legals