Positive Youth Musical Engagement

Abstract

This chapter considers the concept of diversity and the social groups associated with musical engagement during childhood and adolescence. In particular, it focuses on new directions that the concept of diversity provides in guiding the thinking about musical development from a number of different perspectives. It then outlines a theory of generativity that provides a framework for examining how generative processes influence young people's conceptions of themselves as music-learners and the implication of these processes for music educators. Before considering these issues, this chapter summarises a key perspective that is receiving increasing attention in child and adolescent developmental theory and research. This perspective, known as positive youth development, provides a vital framework for considering young people's musical development and positive engagement in musical activities.

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