- 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 raises questions about the intersections between community music and citizenship and poses the fundamental question: ‘Artistic citizenship for what?’ Our chapter proceeds as follows. First, in addition to providing a concept of community music as/for artistic citizenship, we seek to relate central themes of community music to ‘living sites’ of artistic citizenship. Second, because our approach is dominantly philosophical, we probe the concepts of artistry and citizenship separately and in combination. In doing so, we hope to provide community musicians/facilitators with a theoretical framework for thinking about and acting in relation to the ethical natures, potentials, and pragmatic realities of artistic citizenship for human flourishing through music and the other arts.
Marissa Silverman is Associate Professor at the John J. Cali School of Music, Montclair State University, New Jersey. A Fulbright Scholar, Dr. Silverman has published invited chapters in several recent Oxford University Research Handbooks, as well as journal articles in the International Journal of Music Education, the British Journal of ↵Music Education, Research Studies in Music Education, Music Education Research, the International Journal of Community Music, Visions of Research in Music Education, and the New York Times. Her research agenda focuses on dimensions of music education philosophy, general music, artistic interpretation, music teacher education, community music, and interdisciplinary curriculum development. Silverman is also co-author (with David Elliott) of the second edition of Music Matters: A Philosophy of Music Education (Oxford University Press, 2015), and she is co-editor of Community Music Today (Rowman & Littlefield) and Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (Oxford University Press, 2016). As a secondary school teacher, Silverman taught band, general music, and English literature at Long Island City High School (Queens, New York).
David J. Elliott is Professor of Music and Music Education at New York University. Elliott joined NYU in 2002 after twenty-eight years as a professor and chair of Music Education at the University of Toronto. He has also served as a visiting professor of Music Education at Northwestern University, the University of North Texas, Indiana University, the University of Cape Town, the Puerto Rico Conservatory of Music, Guangzhou University, the Central Conservatory of Music (Beijing), and the Irish World Academy of Music and Dance, University of Limerick. Elliott is the author of Music Matters: A New Philosophy of Music Education (Oxford University Press, 1995), co-author of Music Matters: A Philosophy of Music Education (Oxford University Press, ↵2015), editor of Praxial Music Education: Reflections and Dialogues (Oxford University Press, 2005/2009), and co-editor of Artistic Citizenship: Artistry, Social Responsibility, and Ethical Praxis (Oxford University Press, 2016). He has published numerous book chapters and journal articles, and he is the co-founder and editor emeritus of the International Journal of Community Music. Elliott has presented more than 300 invited conference keynote papers and university lectures at music schools worldwide. He is also an award-winning jazz composer/arranger and jazz trombonist.
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