- The Oxford Handbook of Community Music
- Introduction: An Overview of Community Music in the Twenty-First Century
- Part I Contexts
- Community Music Contexts, Dynamics, and Sustainability
- Community Music Interventions in Post-Conflict Contexts
- Community Music in the South Pacific
- Community-Supported Music-Making As A Context For Positive And Creative Ageing
- Online Music Communities and Social Media
- How Ubiquitous Technologies Support Ubiquitous Music
- Music-Making Behind Bars: The Many Dimensions of Community Music in Prisons
- Part II Transformations
- Strategic Working with Children and Young People in Challenging Circumstances
- Community Music and Youth: Delivering Empowerment?
- Growing Community Music Through a Sense of Place
- Translating Intercultural Creativities in Community Music
- Community Musical Theatre and Interethnic Peace-Building in Malaysia
- Community Music Portraits of Struggle, Identity, and Togetherness
- Measuring Outcomes and Demonstrating Impact: Rhetoric and Reality in Evaluating Participatory Music Interventions
- Part III Politics
- Theorizing Arts Participation as a Social Change Mechanism
- Community Music in the United Kingdom: Politics or Policies?
- Community Music in Cultural Policy
- Rethinking Community Music as Artistic Citizenship
- The Ethics of Community Music
- Engaging in Policy-Making Through Community-Oriented Work
- Why Public Culture Fails at Diversity
- Part IV Intersections
- Community Music and Music Therapy: Jointly and Severally
- Disability Arts and Visually Impaired Musicians in the Community
- Group Singing and Quality of Life
- Community Music and Ethnomusicology
- Community Music and Rational Recreation
- Music Projects with Veteran and Military Communities
- Arts-Based Educational Research in Community Music
- Part V Education
- Community Music in Higher Education
- Models of Collaboration and Community Music
- A University Commitment to Collaborations with Local Musical Communities
- Community Service Learning with First Peoples
- Community Engagement and Lifelong Learning
- Community Music Practice with Adults
- Becoming a Community Musician: A Situated Approach to Curriculum, Content, and Assessment
Abstract and Keywords
This chapter reflects on the similarities and differences between community music and applied ethnomusicology. We argue that to describe a particular study as belonging to one or the other of these sub-disciplines is often as much a reflection of scholarly networks and frameworks as it is evidence of differences in methodology or approach. The chapter introduces a number of case studies from South Africa, and focuses in particular on a community archiving project in the iSimangaliso Wetlands Park. These case studies are used to illustrate the different inflections that may pertain to the terms ‘community music’ or ‘applied ethnomusicology’, while also demonstrating the overlaps between them. Finally, attention is drawn to the risks that are always involved in cultural interventions, regardless of from where they may emanate.
Stephen Cottrell is Professor of Music at City University London. His research interests encompass three interrelated areas: ethnographic approaches to musicians and music-making, particularly within the Western art music tradition; the study of musical instruments, especially the saxophone; and the study of musical performance. His publications include Professional Music-making in London (2004) and The Saxophone (2012), as well as a range of refereed papers and contributory chapters.
Angela Impey lectures in ethnomusicology at SOAS, University of London. Her research examines music as oral history and focuses specifically on gender, land, and cultural citizenship in southern Africa and South Sudan. She has directed several community arts education outreach programmes in southern Africa and has published widely on advocacy ethnomusicology. In 2011 she launched a unique MA in Music in Development at SOAS, which examines how music’s agentive and imaginative capacities act in different contexts globally to advance local interests, needs, and identities.
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