Do they know they're composing': Music making and understanding among newly arrived immigrant and refugee children

Abstract

This article discusses issues of creative music making and understanding as they arose in the context of a music programme for newly arrived refugee and immigrant children. How do young people make sense of a music environment when they do not understand the language of the facilitator or other participants Visual information and imitation offer reliable entry points into participation, but are not always sufficient for more complex creative processes such as group composition and invention. The author draws upon her experiences working in an English Language School for recent immigrants and refugees, and explores some key points of cross-cultural adaptation as they intersect with musical understanding and engagement in a composition process.

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