Chapter 6: The Value of Participation in the Arts
with the project during the exam preparation period as it relieved them from some of the stress: ‘I just found it really great relief, just to get rid of the tension. I’d do grinds in the morning and then I’d come in and just forget about everything, like I thought it was great.’ (F, 18) Some participants referred to how it has taken the focus off school: ‘I have my own little outside-of-school that I’m so much happier for because once school is over I just can’t wait to get here and do what I like.’ (F, 14) This was also pointed out by one of the project facilitators, who described it as a ‘sort of freedom’ from the pressures of school life and a ‘different take on life’. In the model for understanding the intrinsic benefits of the arts put forward by McCarthy et al. (2005), they state that captivation and pleasure are two of the benefits which are primarily of private value to individuals. It is clear that the young people in this study experience a sense of captivation, passion and pleasure from participating in the arts. It is also clear that they developed social bonds through participation in the projects and the co-creation of art, which McCarthy et al (2005) describe as an intrinsic value which is primarily of value to society as a whole.
Personal development Previous research has shown that participation in the arts contributes to personal development. Young people reported that participation has developed their self-confidence, given them a sense of empowerment, responsibility and achievement, given them new ways of coping with failure, and also new opportunities and aspirations.
71
Self-confidence Many of the young people spoke spontaneously about how their self-confidence has improved through participating in the projects. In addition, a high proportion (92%) agreed with the statement ‘I have more self-confidence’. Project facilitators talked about how there are so many different aspects to creating art that most young people can find something that they are good at. ‘The great thing about film and theatre is that there’s something for everyone, if you’re an extrovert, you can be an actor, you know, in everyone’s face. If you’re an introvert, you can get stuck behind a camera, or behind the lighting, or the computer stuff…there’s something for absolutely everyone, be it academic or not, artistic, creative, there is a hole for everyone to slot into.’ Self-confidence improved for numerous reasons. Some talked about how it has helped them tackle shyness: ‘Before like I went into this I was real kind of shy, and like I wouldn’t talk to anyone unless they talked to me first, and now cause of this… I’ve more self confidence and I’ve made more friends, like I’d be able to walk up and talk to anybody now, I wouldn’t be nervous…’ (M, 15) Self-confidence is also built up through supporting and teaching others, for example, assisting the project facilitators or teaching friends. As one boy put it, if he’s explaining the technical aspects to friends, ‘he has to really dumb it down for them’. Another said it’s good to have a feeling of being knowledgeable: ‘I know about it and you don’t, ha!’ Developing self-confidence means that most of the young people (90%) are more willing to try new things, as one girl put it: ‘I’d probably be like, you know, “Sure why not?”- it doesn’t matter if I make a fool of myself.’ (F, 14)