- 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
Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.
Brydie-Leigh Bartleet is a professor and director of the Queensland Conservatorium Research Centre and deputy director (Research) at the Queensland Conservatorium Griffith University, Australia. She has worked on a range of national and international projects in community music, arts-based service learning with Australian First Peoples, intercultural community arts, and arts programmes in prison. Many of these projects have been realized in partnership with a wide range of NGOs, arts and community organizations, and colleagues across Australia and the Asia Pacific. She has worked on four successive ARC Linkage projects, led a major OLT Innovation and Development project, secured over a millions dollars in research funding, and produced well over a 100 research outputs. In 2014 she was awarded the Australian University Teacher of the Year. She served as co-chair of the International Society for Music Education’s Community Music Activities Commission, co-founder of the Asia Pacific Community Music Network, and serves on the Board of Australia’s peak music advocacy body, Music Australia. She also serves on range of international and national boards including the International Journal of Music Education—Practice, and the International Journal of Community Music to mention a few. As a community music facilitator she has conducted bands, orchestras, choirs, and jazz ensembles from Australia, Thailand, Singapore, and Taiwan.
Dawn Bennett is John Curtin Distinguished Professor of Higher Education, director of the Creative Workforce Initiative, and chair of the Curtin Academy at Curtin University in Perth, Australia. Her research focus is the development of employability within higher education, including identity development and the nature of graduate work. Dawn retains a special interest in careers in the creative industries and continues to engage in practice-based research in music. She is also a passionate advocate for the inclusion ↵of Indigenous cultural competencies within higher education. An Australian Learning and Teaching Fellow and Principal Fellow of the Higher Education Academy in the United Kingdom, Dawn serves numerous editorial boards and convenes the Australian Learning and Teaching Fellows’ national network. She serves on the board of directors for ISME and Music Australia, and as a commissioner with the ISME Commission for Education of the Professional Musician. Publications are listed at Academia.edu.
Anne Power is an associate professor and academic course advisor for the Master of Teaching Secondary Programme at Western Sydney University, Australia. Her research ↵interests include music education, music and its relationship to other art forms, professional learning and service learning. Her work with service learning and disadvantaged students converges with themes of creativity. She is editor of two journals and is on several editorial boards. Anne is a co-author of several reports for state and federal education authorities. She is a 2010 winner of the ALTC Award for University Teaching for the submission. Beyond Institutional Walls: Community engagement in secondary teacher education for programmes that enhance learning and she is a 2015 recipient of the Exceptional Service Award from the Professional Teachers’ Council of NSW. Publications are updated on Academia.edu.
Naomi Sunderland is Senior Lecturer in the School of Human Services and Social Work and member of the Music, Health, and Wellbeing Research Stream at the Queensland Conservatorium Research Centre at Griffith University. Naomi has an extensive background in participatory, creative, and community-based research in the areas of health, well-being, and arts-based community development. She has collaborated on many arts and health research projects including the 1000 Voices Disability Life Stories Project; a social determinants of health evaluation of the Scattered People asylum seekers and refugee music group; and a participatory intercultural evaluation of multi-arts work with Barkly Regional Arts in the Northern Territory. Naomi teaches in the First Australians and Social Justice team at Griffith University and specializes in topics around transformative intercultural and immersive education, equity, and diversity. Naomi has a ↵PhD in applied ethics and human rights from the Queensland University of Technology. She has worked in government and non-government organizations and universities in Canada and Australia. She has published widely on the topics of health promotion partnerships, music and well-being, disability, and happiness, and transformative ethics. Naomi is also an active singer, songwriter, and performer, and she has released several albums of work internationally.
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