by Author Ben Sandbrook

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Music-based Mentoring: Mentoring Alongside the Music

Music-based mentoring can have a profound impact on children and young people. But what is it that's special about 'music' in music-based mentoring?

This page is part of a resource pack on Music-based mentoring.

  The effects - why does music work?

Firstly, music is what will attract mentees to the project in the first place. It is the hook, the thing that they are interested in.

  • “we are a music project. Music making is the only reason they are there.”
  • “they are passionate about music and it's the one part of their life that they enjoy.”
  • “they are entrenched in a music culture, they identify with their idols on the local and national music scene. In music, you can feel really free to do and think whatever you want to without an authority figure telling you what to do. They have never really been listened to. We also link with sports programmes and outdoor education programmes but music does have this particular appeal."

Music will also be a significant bonding factor between mentees and mentors.

Musical goals are likely to be key to what is actually done in sessions and some mentors  will  be much more confident about assessing and setting musical goals rather than the personal goals.

There are personal changes implicit in developing musical mastery – particularly increased resilience, the development of artistic autonomy (a voice), the change of how one is perceived by peers,  and the transformative power of performance.

  • “I think it is linked because music is a part of me and I am expressing my ideas – more people hear them and like them and I feel more confident as they like my ideas.”
  • “If you're teaching someone music properly, the skills are so closely associated with self-reflection and consciousness-raising. This is where the value of music mentoring lies. It's not only we have an interest in common but music is potentially bigger than 'chat'.”

Working on music can build real trust. It is significant the way music enables the relationship between mentee and mentor to quickly transcend a mentee’s personal challenges.  Their role allows the mentors  to act as trusted experts and role models, providing  practical advice and mature guidance, modelling stability and the ability to reflect.

There is also a higher level on which music works. Music is a communication system, an art beyond words. Recognition of development can be a look or just knowing. In music groups people change, become more competent, become cool, realise a different identity.

 

The methods - how does music work?

1. Venting, catharsis and finding their own identity. Many mentees will use the music to express their feelings towards their life challenges and circumstances and some may find it helps them to gain a fresh outlook on where they are. This process of letting it all out can be very important both in their own personal growth and also in helping them find their own voice, their developing artistic identity.

2. The things that happen in group process. Working on their music with others (even if this is only the mentor) will make the mentees adapt to the needs of the other people. With appropriate guidance it will lead them to cooperate, be more respectful, listen,  be listened to, be confident in putting their own ideas forward.

In groups it will be crucial to set and maintain boundaries. This may be first explored through the whole group articulating what they want from the group and setting groundrules together. These groundrules should provide a framework for people to work creatively and safely without fear of negative comment.

Most groups need to allow individuals not to feel coerced into activities (having an “out”). This may be more pronounced with some mentoring groups.

  • “Ol has Asperger’s. His sessions focus on guitar techniques – but with the intention of getting him to a stage where he can integrate on a common task with other young people. This is more than just traditional guitar teaching”.
  • “Am has recently left Ga for Bg, where he has no local support network. His mentor Jack is working with him on music production – but just as much is providing for Am the role of an interested adult with time to listen and talk”

3. Reflecting- With the mentor (and possibly peers) the mentee will reflect on both the sound of the music and the ways they are working (processes).  Most likely they will also reflect on how they feel about what they are doing. At least two important things come out of this: Firstly they will understand that it is okay to not always be right and get things instantly right. This is known as accepting temporary failure and is very helpful in personal growth. Secondly they will be able to set standards and markers for improving their music.

4. A sense of achievement. It may be that many mentees don’t have a high sense of what they are capable of. They may not have been recognized for past achievements and may indeed have been singled out as disruptive influences or low achievers. Giving them a sense of what they can do and making that as good as it possibly can be will give mentees a sense of their own self worth, enable them to aspire to do better, not just in music but also in their broader lives.

5. Supports their need for autonomy. Mentees make their own music, their own way and this helps them grow as independent adults.

  • “This comes down to accessibility. Most young people have access to some form of computer technology. Finding ways of working they can access when they are not with their adult mentor is really important – whether it is setting up SoundCloud or music production software etc. It is crucial to help them operate free from any funding source”
  • “This programme highlights the issue of the young persons own journey – their personal experience, not dictated by school or parents. Hence (with exceptions) , there is no need for the involvement of adults . It is important for them to have a release valve”

What music does...

Engagement   Music as a hook, to get young people into the programme

  • "If you didn't do music you wouldn't get them to come".
  • "If I weren't doing this programme I probably wouldn't be doing hip hop. I 'd have nowhere to record, couldn't get software – wouldn't know which software to use".

Trust   The shared interest of music-making; the credibility of the mentor as a respected musician

  • "We use music as a common ground to get to know someone, to build up trust. It has to be the whole thing – otherwise it's just music lessons or music workshops".
  • "Ma (AA) asked De 'What are you listening to at the moment?' That led to an honest conversation about his music because Ma was up to date with developments in De's often extreme stuff. This furthers Ma's credibility and allows honest conversation without posturing".

Transferable skills   Communication skills, giving and receiving criticism, increased confidence, developing resilience

  • "They won't say 'I love my girlfriend' in front of their mates, but to express these feelings in rap is cool".
  • "I give him the chance to record and listen to his own drumming so he's developing the skills of analysing his drumming and developing self-critical abilities".

  • "From a session on Thursday when we rehearse, It gives me a real buzz – and makes me feel more able to do things such as college work".

  • "If it wasn't for music I would probably be six feet under. It has helped me stay focused – physically as well. I saw a lot of stuff when I was growing up – music helped me to elaborate, to stay on point and stay focused".

Success   Doing something well and getting praise for it; stepping out into the professional world

  • "It is nice to get music played to a wider audience. There's good sense of achievement when you can do that".
  • "When you know your music is getting heard it just pushes you. When you're working with a mentor it makes you want to get better, shows you the bigger picture of where you want the music to go. Before that it is more of a popularity contest between friends".

A safe place   Developing a community with peers and adults

  • "[it’s] feeling I am part of something larger. It can have the effect where you can feel marginalised in the world – you are the only one with this. If you find like-minded friends, you can start to build an enjoyable community".

Social pedagogy    Room for a more equal relationship between mentor and mentee

  • "Sm helps with this. Before I met [project] I never even thought I could make songs, now I realise I can, having somebody just alongside me. We just work as a team".
  • "Music mentoring because it focuses on a shared interest can be much more of an equal relationship. General mentoring for these young people can appear very unequal because the medium used is verbal and some young people feel they haven't got the power of words. With music mentoring, the young person brings their musicality to the partnership. It's much more mutual".

Telling the tale   Most directly with rap lyrics, but seen in music generally

  • "He was getting into a lot of trouble. He likes urban – hip-hop and rap – with that comes a certain style of life, the role models aren't always positive. This was an outlet for expression for him. We had an opportunity to bring in someone we know C would really respect and give a positive slant".
  • "As an individual they can express themselves – but also the project links to the wider society. People need to get on with each other. There is segregation everywhere particularly in Bd – music brings them together".

Therapeutic aid   Music not as therapy, but as therapeutic

  • "Playing music is a form of communication in itself. He is letting me know by way of content how he is feeling".
  • "Heavy music is very cathartic. It is a way of venting stuff. His song choice fluctuated with and reflected his moods. If he had a bad week he might put on Eminem to cheer himself up".

Creative cooperation    Not only in group projects but also creating music with the help of a mentor

  • "With MCs working together, you see everyone has same flaws as you have at some point and you are not stuck with it. You can work through it. You can see there is a way to improve".
  • "It is good to hear different people’s points of view. When we put a piece together, everyone's styles and influence come together and it is amazing".

Personal reflection   On life challenges, understanding of self, and the art they do

  • "A big part of the programme was to encourage the mentees to focus on how music had influenced their identity. So all of them were encouraged to consider the impact music had on their lives throughout the course of the project and how music can form the basis of a sound track to their lives".
  • "It's a form of communication – a higher form – being creative rather than literal. Being creative is massive tool for personal development. Music is a different form of self".

 

 

The Journey - where music can take you The journey a mentee can take - The steps

Music as a safe place in times of frustration, challenges or life issues

  • "For St music in the studio is an escape from the school and everything else in his life, his anger".

Affirmation of shared passion, empathy, sense of community with mentors 

  •  "Music has been the central tool in helping the group to discuss and get to know each other. Often forming new groups of young people can be difficult but having a mutual interest in music has provided a focus and common group for the mentees to build a relationship with the mentor and fellow mentees".

Emotional venting through music

  • "If I am feeling strongly about something I'll make a track about it. Music is a way of venting feelings and emotions".

Life skills developing through music

  • "Now I stick to the topic, am more confident with delivery, have better structure, I am saying things with emotion now, enjoying it more"
  • "Jo was so organised on the day – snappy and professional"

 Increasing awareness and enlightenment through music mastery 

  • "Music is a part of me and I am expressing my ideas – more people hear them and like them and I feel more confident as they like my ideas".
  • "I use music metaphorically – be patient with yourself – build the grounds to put something bigger on top".

 Giving back, finding a new role as a teacher, leader, or contributor

  • "I have more knowledge of being able to run a group – being able to handle people if someone was upset or angry".
  • "When mentees mentor younger mentees, gives them a position of responsibility and trust – and also helps affirm what they have learnt and also believe in themselves, what they are capable of, and adds to their self confidence in general".

 

 

The meaning - telling the tale 

Mentees may be able to articulate their life stories, feelings and attitudes through songwriting. This may also be done through them writing rap lyrics. These particular creative sessions can be a place where mentors can engage with mentees about serious personal issues without sounding preachy or inappropriate.

For further information see - 'Move On Up – an evaluation of Youth Music Mentors' (Chapter 7 – pages 60 to 71)  

  • “Ha, twin brother very studious, himself MCing, into stabbing, drugs etc and change of gear through having his rap lyrics challenged and rethought. First I accepted him writing lyrics about knife crime. Then gradually got him to stand back and reappraise. Gave him performance opportunities. Took him with me to run rap workshops. Gave him responsibility to mentor a 14 year old. Trained him in workshop delivery. I think he admired me as someone who could make a living from music. 'How can I do what you did?' I myself had been disengaging as a young man but music was my bag and through hard work and study I do make a living”.
  • “I do think the music and lyric-writing of urban rap can go either way. They can sit at home, getting stoned and pretending to be gangstas and the music and lyric-writing fuels problems and negativity. That's why these projects are so important. The chance to talk with mentors who can challenge them, can talk them through some of these issues can turn things positive. It's so much a part of their culture, to go from being a passive listener to an active producer can be a very powerful step, creating something from nothing. Given the place of music in their culture, it's even more powerful.”
  • "His tunes are cynical but not violent. He shows me his lyrics. I respond: 'Yes, that's good, have you anything more.' I positively reinforce this direction. I've previously tried to push people who aren't ready. I want him to make something which is intellectually in the right direction. The lyrics are important. I think there's a link between the lyrics and how he thinks and acts in himself (which is one reason why we're concerned about the growing market for violent, misogynistic rap; we used to be able to say you'll not get broadcast if you rap like that but now there are alternative ways of making money through that kind of rap)“