Neryl Jeanneret

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

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.

Research, Practice, and Policy Connections: The Artplay Case Study.

ABSTRACT This article explores the nexus between arts-based research, theory, practice, and policy. It does so through reference to a longitudinal study of ArtPlay, a unique Australian community arts center that offers artist-led workshops involving young people aged 3–13 years. The ethnographic and action research study investigated how children responded to ArtPlay workshops (engagement), how they benefited from such experiences (learning), and what broader encounters with culture and community were evident (cultural citizenship). Over a 4-year period (2007–2012), data collected included dual researcher observations of 39 workshops (100+ hours), interviews with artists, ArtPlay staff, teachers, and other stakeholders (60+ hours), family surveys (350+ returns), demographic mapping of families, family focus groups, and meeting notes. Through deep immersion in the site, the researchers, experienced in diverse art forms, collaborated with the organization to theorize how constructs such as engagement, learning, and cultural citizenship are interpreted and translate into practice. The research indicates that ArtPlay offers children engaging encounters with the arts that promote intrinsic learning. With reference to these findings, and relevant policy and theory, this article discusses the impact of participatory research on an organizations capacity to interpret and respond to the interests and needs of children and artists.