Illustrative ‘theory of change’ for a music project with young people at risk of offending
What evidence will we
collect to demonstrate this
Theory of change
Recruitment and training of XX project workers. Facilities/other
resources deployed = XX
Set up
Work with partners outside music education to identify and refer
young people who may benefit from the programme
Select young people to participate (those in challenging
circumstances, interested in music and with the potential to benefit)
Weekly 1-1 music sessions over XX weeks to build engagement and
trust gradually - using music as a shared interest to help engagement
Course
inputs
Help to address any barriers such as home-life, transport issues
Experiential learning programme - focussing on song-writing, playing
instruments and music production
Orientated towards a final show; to provide a focus and experience of
public performance
Discuss future pathways/options with young people
Teaching
approach
- Account of resources
deployed/funding
- Details of partnership
arrangements
- Description of referral/selection
process
- Number of sessions delivered
and individual young people
engaged(number of courses
started/completed (and
attendance levels)
- Project worker session log,
recording progress /issues
encountered
- Case studies/stories of young
peoples’ journeys through the
programme
- Copies of learning materials,
songs, performance videos etc.
Show belief in and commitment to young people
Goals are negotiated with young people; flexible and learner led.
Provide accurate, appropriate feedback
Young people continue to participate and enjoy the process developing the habit of regularly attending
Outputs
(change
mechanisms)
Process of song construction teaches patience, perseverance,
reflection and adapting to set backs
Develop wider skills such as literacy, listening, following instructions
YP are emotionally engaged in project and care about their progress,
leading to a sense of achievement
Develop positive relationships and mutual respect -experience of
working with others to achieve something
- Feedback from young people
about how they found the
experience (both questionnaires
or informal feedback))
- Feedback from project workers
on their perceptions of whether
these objectives were achieved
- Feedback from other
agencies/partners
- Case studies of individual young
people
Outlet for self-expression and a setting for learning how to cope with
difficult emotions
Knowledge
Intermediate
outcomes
for young
people
involved
Develop skills
(reading, problem
solving,
communications)
Move away from
offender identities
Awareness of
progression routes
Impact
Attitudes
Behaviours
Confidence/selfesteem
Capacity for
emotional
control,
responsibility
and expression
Self-discipline
and improved
behaviours
Happier, resilient,
reduced anger
Education/employment
outcomes (eg. BTEC in music
composition)
Better
relationships:
capacity to learn
from and work
with others
Sustained interest
in music making
Reduction in offending
behaviour
- Before and after questionnaires
to measure change in
knowledge/attitudes and
behaviours of all young people
involved in programme
- Qualitative assessment by
project workers/employers
- Case studies
- Analysis of cohorts against
waiting list of young people
unable to take part
- External research evidence on
links between arts participation
& desistance from crime