Living within state care can have detrimental effects on children’s development, as substantial research has proposed. Recognising how music-making may support children’s social, emotional and personal development, many cultural organisations have begun developing music projects that work specifically with care-experienced children. Although evaluation has detailed the various benefits these projects may have, there has been little research into the approaches employed by the facilitators who deliver these projects. With this in mind, this article examines a community music project that focused on foster family music-making. It explores the facilitators’ social pedagogical approach to music-making and the benefits participants report they have gained from the project, both to themselves and the children in their care.
