|
Do you have Davd's video camera?
|
|
Our users have posted a total of 29546 articles.
We have 490 registered users.
The newest registered user is louehmrs05.
In total there are 11 users online.
Registered Users:
Gibbon
|
|
|
|
|
» Back to the articles
main page...
The Muso Network - Youth Work essay
| |
The Muso Network - Youth Work essay
|
|
| |
Posted by
jonah
on August 11, 2004 at 21:38
Once again, I've written a slightly relevant uni assignment, so why not post it?
this one was a report on my experience at field placement at the Muso Network.
Its 2,500 words, and each section was outlined by the assignment sheet.
Im guessing most of you will find it prety boring, so maybe just read the intro and see how you go.
by the way, programs like the Muso Network are really great. Get on them!
-------------------------------------------------------------------------
Muso Network - Report on Field Placement
By Joseph Forrester
Introduction
This report aims to clearly describe the purpose and functioning of the Muso Network; what it does, how it does it, and why.
The Muso Network is a youth work organization allowing young people to learn and expand their skills in the music industry. Formed in 1993 and located in the City of Greater Dandenong, it gives young people who may not have regular access to the necessary equipment the opportunity to get some real âhands onâ experience in the music industry.
The young people involved in the Network each have a strong input in the organization of gigs and events that the Network puts on for local young bands.
As argued by Jones and Wallace (1992, p.5), the purpose of youth work is to nurture lives, foster self direction and enable young people to make positive contributions to society. The Muso Network works hard to accomplish each of these things.
As I observed during field placement, the Network is a very fun thing for young people to get involved in, and many close friendships have formed amongst its members.
The Network is in many ways quite similar to the government funded youth organization, âFReeZAâ, and it in fact does acquire regular FReeZA funding (Mitchell, 2001, p.74). However due to the Networkâs persistently individual outlook, its guidelines differ slightly from those of other FReeZA committees.
The Muso Network handbook entitled, âThis Amazing Experienceâ, outlines the following mission:
âTo establish music and entertainment as a strong medium for the development of young people in a positive, stimulating and safe environment, and to provide an informal training ground for personal and specialized skillsâ (Mitchell, 2001, p.3).
This report will explore some of the theories relating to this specific type of youth work, as well as establish a grasp of exactly how the Muso Network is run, who it involves, what it aims to achieve, and how so.
Agency Overview
Through events, promotion, and word of mouth, many young people become interested in becoming a part of the Muso Network. If a young person is interested, they are encouraged to contact a committee member or facilitator and volunteer themselves to get involved.
Basically, the only real âqualificationâ for becoming a committee member is that you must be between 15 and 25 (Mitchell, 2001, p.34), and you have to show dedication to the Network. This dedication is measured by the process of making prospective members attend at least 3 meetings and 3 events run by the Network before getting voted in by the committee. By this process, the prospective member is able to feel welcomed and comfortable in the group environment, and the committee is able to get an idea of how the prospective member will be able to best assist the Network. Given that the committee mostly works together under a group environment, this process helps the people involved acclimatize to the change of having a new member.
Note: In the past, an exception was made to the 15-25 year age group based on a 13-year-oldâs extreme talent and enthusiasm (Mitchell, 2001, p34).
Staff Background
The Network has had several facilitators (paid Youth Workers) in its time, and is currently being run by Brad Meekcombs. Brad is employed by the City of Greater Dandenong Council to facilitate the functioning of the network, and to assist the young people involved in any way necessary. Brad has been a part of the network since his adolescence, and was one of the young people involved in its early days. He has since had much experience in the music industry, particularly as a guitarist, and has a strong passion for both music and helping young people.
Budget
The Muso Network is financially supported largely by the City of Greater Dandenong Council and FReeZA, as well as by grants, donations and local sponsorship. Grants in the past have come from programs such as the âGood Neighborhood Programâ, âQuitâ, and donations have come from companies including Coca-Cola and BASF (Mitchell, pp.72-74). The Network also makes money from its gigs, which is managed by committee members who are allocated to be treasurers. Due to the large input of contributions via sponsorship and donations, the Networkâs budget varies depending on particular circumstance, and what is needed at particular times.
Facilities
The Muso Network provides young people with access to equipment related to all main areas of the music industry, including instruments, lighting equipment, sound desks, P.A. equipment etc. It also allows young people to access many facilities of the City of Greater Dandenong Councilâs offices, including the internet and photocopying machines.
Location/Venue
The main location with which the Muso Network is affiliated is âthe Venueâ, a small but adequately sized building located on Memorial Drive, Noble Park, next to the Noble Park Swimming Pools. This is where committee meetings are held and is also the venue for Jam Nights, Battles, and other Muso Network events. This venue is shared throughout the week with another Dandenong youth music organization that focuses more on hip-hop and dance music.
The Muso Network offices are located at the City of greater Dandenong Council building.
Observing Young People
The young people who I worked with during my field placement at the Network were both male and female, mostly aged between 14 and 18. They were extraordinarily enthusiastic, opinionated, and full of fun. They were into many different styles of music, as was vibrantly expressed by their fashions and music-related discussions. They were not afraid to be upfront with each other, and were very open about most things.
Backgrounds
Backgrounds, class and family structure did not really seem to be much of an issue to committee members, however most shared the commonality of living around the Dandenong area. One meeting that I was lucky enough to attend with the Greater Dandenong Community Youth Health Team and the YAS Team discussed the possibility of the Network being involved in contributing a musical element to an event for Dandenongâs large Sudanese community.
Strengths, assets and resilience
Strengths of the young people involved on the committee particularly include their high levels of enthusiasm and skill in particular fields of the music industry and their ability to function as a group. The willingness of most group members to devote large amounts of extra time to the Network was also very positive.
Needs
The main âneedâ of the young people involved is their desire to be a part of the music industry and to offer their time and skill to help the network. The network also deals with the young peopleâs need to have access to musical equipment and an adequate venue.
How was their behavior helpful or problematic?
The behavior of the young people involved was definitely helpful to the functioning of the Network. Although at times disagreements occured, one beneficial function of the group environment is that every member of the committee is free to have their say, which means that the decisions of the Network are kept in the best interests of the committee as much as possible.
Theory to practice
The following gives two examples of moments during my placement in which I was able to apply skills learned in semester 1 of the âPrinciples and Practices of Youth Workâ course.
(Example 1)
During pre and post committee meetings, there were many instances in which it seemed appropriate for me to make approaches to young people.
Theory
During these instances, I put in a large effort to put the communication skills learned in first semester into practice. I also used areas of the life skills attained in first semester, particularly concerning assertiveness. I was also able to relate many of my interactions with young people to the non-radical empowerment model of youth work (Cooper, White 1994, p.34).
What did I do?
When making approaches to young people, I was sure to greet them welcomingly, introduce myself, and shake hands if deemed appropriate. I then began conversing with them about whatever topic we seemed to have in common, which was most often the surroundings of the Muso Network. I tried always to be very careful to concentrate on listening to exactly what the young person was telling me, and to occasionally use paraphrasing to let them know I was really listening. I then asked âopen endedâ questions, as discussed in an excerpt by Howe (1982, p.23) located in the Semester 1 reading kit (Bond, Watkinson, 2004).
Did it work?
The use of open ended questions allowed the respondent to consider exactly what it is they were trying to say. In instances of youth work this can help a young person to deal with issues themselves, rather than having a youth worker direct them. As argued in Howe (p.24), the use of open ended questions can greatly assist in the process of self-exploration. Based on these principles, the theory was effective and worked to allow me to have constructive conversations with the young people.
By allowing young people to explore their own ways of dealing with issues, or at least by not restricting them in doing so, this process relates closely to the non-radical empowerment model of youth work, as outlined by Cooper and White (1994, p.34). Cooper and Whiteâs summary of the non-radical empowerment model outlines that youth workers should âencourage young people to take action on their own behalfâ, and to âstand back and watch young people without interventionâ (p.34).
(Example 2)
My very first in-person experience of the Muso Network was extremely surprising. I entered a committee meeting, only to be greeted by a quiet circle of committee members, who were attentively focused on a loud, aggressive argument coming from one committee member, who was disgruntled with Brad over what he considered to be an injustice in the functioning of the committee. It seems that there was confusion over the departure of one member, and this young person thought that she had been unfairly kicked out of the Network.
Theory:
This situation allowed me to experience some of the more powerful dynamics of working in groups. Group work is an important part of both social and youth work, and it can bring about both positive and negative outcomes (Fatout,1992, p.15). As outlined by Fatout (p.15), the four constructs of the mainstream model of group work are:
· The group
· The member in the group
· The activities of the group
· The worker with the group
Fatout suggests that the main ambition of the mainstream model of group work theory is to create change.
When combining the mainstream model with the non-radical empowerment model, we can begin to identify with how the Muso Network is facilitated.
What did the Youth Worker do?
Another interesting point about this particular incident is the way that Brad chose to respond to the young personâs aggressive tone. Brad remained calm and focused on what the young person was telling him, and occasionally used the technique of paraphrasing to make the young person feel content that he was being listened to. Brad also made very few interruptions, allowing the young person to let his anger out and clear his mind.
Cournoyer (2000, pp.8,9) categorizes the types of qualities that Brad was responding to the young person with as âEssential Facilitative Qualitiesâ. These qualities included showing empathy, respect, and authenticity. Brad also displayed qualities that Cournoyer categorizes under the term âProfessional Integrityâ, particularly including honesty, professional knowledge, self-understanding, self-control, and acceptance of others (pp.10,15).
Did it work?
Once the young person had vented his anger and clarified some misunderstandings with Brad, another committee member suggested he go outside and catch some air, which he did. He then came back to the meeting apparently feeling relieved.
Bradâs response to the young persons aggressive tone and his use of life and communication skills when applied to the group environment were able to calm the young person, whilst still giving him opportunity to get out what he needed.
Communication and life skills such as these are clearly very important to letting young people know that we are trying to help them.
Reflection on practice
Strengths
I found that my strengths were mostly in the areas of interacting with young people. The fact that I had many similarities with the young people involved, particularly regarding musical interests, made interactions easier for me. This enabled me to confidently chat with the young people about many things, some of whom I formed rather close bonds with.
Areas to improve
I found that given that I had such little knowledge of the Network prior to placement, it was somewhat difficult for me to know my boundaries, or where and what I should be doing. Because of this, rather than asking someone, I often found myself quietly stepping back.
I think that something that wouldâve made it easier for me to comfortably settle in would have been if Iâd been more outgoing from the start and made an effort to introduce myself to the committee at the first meeting, tell them who I was, where I was from and what I was doing. Instead, I just kind of kept quiet and tried not to get in the way, which made settling in a little more difficult.
How did my skills evolve over time?
Over time, as I became more and more comfortable in my surroundings, I found myself knowing what to do better, and finding it easier again to talk to the young people, as we formed closer connections. For me, this seems a rather natural way of settling in.
How can I build on my strengths and improve my weaknesses?
By forcing myself to be a little more outgoing, Iâm sure that I will find the above weaknesses improving.
I also think that before attending any other agency, I should devote more time to realizing my boundaries and the type of work I will be asked to do.
This experience has helped me to familiarize myself more with the functioningâs of the youth work sector. It was a very rewarding experience.
References
Bond, G., Watkinson, A. (2004) Introduction to the Youth Sector: Subject Reading and Course Materials Semester 1, RMIT University, Melbourne
Cooper, T., White, R. (2004) Youth Studies Australia: Models of Youth Work Intervention, Edith Cowan University, Perth
Couroyer, B., (2000) The Social Work Skills Workbook (3rd Ed) Brooks/Cole California pp.8,9 pp.10,15
Fatout, M. (1992) Models for Change in Social Group Work Aldine De Gruyter, New York, p.15
Howe, M. (1982) Developing Helping Skills, Shillington House, South Yarra pp. 23,24
Jones, G., Wallace, C. (1992) Youth, Family and Citizenship Open University Press, Buckingham p.5
Mitchell, M. (2001) This Amazing Experience: The first ten years of the Muso Network, Muso Network, Dandenong p.3, p.21, p.74
|
|
|
Learn about:
Free Trade & Clothing |
 |
 |
 |
 |
» Back to the articles
main page...
|
|
|
|
