Communication, identity, respect: a case study of collaborative music practice in a community music project

Abstract

This study is a qualitative insider-researcher investigation into aspects of social development that emerged through collaborative music practice with young people aged 16–25. The work took place in the Welsh capital, Cardiff, as part of a UK-national funded project facilitated by a major radio station. The data includes observations of rehearsals and other group activities both during, before and after musical practice; video recordings of performances; and interviews with 5 of the 30 participants and 3 of the 4 staff members. The major points discussed concern three over-arching concepts: ‘communication’, ‘musical identity’ and ‘respect’. Using theory from sources concerning group dynamics and collaborative musical practice: ‘communication’ is considered in relation to ways of communicating both about, and through the act of music-making itself; ‘identity’ refers to the role of music in forming our self-identities and the ways in which we present our identities to others; and ‘respect’ is considered from a range of perspectives such as the importance of friendship, as well as being coloured by the foregoing discussions of communication and identity. The article is aimed toward using music as a vehicle for enabling growth, development and engagement, and to bridge certain social transitional gaps.

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