- 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
The establishment of community music courses and degree programs in universities gives rise to discourse about the fundamental principles of community music. Can community music flourish in the complexity of academia, where disciplines are regulated, researched, and examined systematically? This chapter will argue that community music principles are synergistic with higher education goals, and, in fact, traditional music education has much to learn and gain from community music practices. How can schools of music be more civic minded, community friendly, and enhance the cultural life of the regions they serve? How can rigour exist (artistic and scholarly) in a culture of empathy, inclusivity, and hospitality where nonformal pedagogies are practiced, and where intergenerational and lifelong learning—along with activism, health, and wholeness—are foundational? These questions are addressed and measured against a tradition where audition standards and progression pathways are becoming increasingly multivalent.
Lee Willingham is a professor at Wilfrid Laurier University, where he coordinates the MA in Community Music programme and is the director of the Laurier Centre for Music in the Community. His research interests include the impact of music experiences, and creative and cultural capital building in community contexts, in addition to music education and choral studies. He has presented papers or workshops across Canada, and in Great Britain, Hungary, and Brazil. In 2016, the ‘Excellence in Teaching: Innovation’ award was granted to Dr. Willingham by the University in recognition of creative instructional practices in both undergraduate and graduate courses. With doctoral work in holistic curriculum and music education, he has had years of experience in public education, educational administration, and in academic positions. Dr. Willingham is also recognized as a community choral facilitator and continues to offer workshops and leadership in choral settings. Currently co-authoring a textbook on community music, he continues to contribute to the scholarship and practice.
Glen Carruthers has been Dean of Music at Wilfrid Laurier University (Waterloo, Canada) since 2010. He has also been dean of Music at Brandon University (Brandon, Canada), and chair of Music at Lakehead University (Thunder Bay, Canada). His dual interests in music education and musicology are reflected in publications in both disciplines, in such journals as The Musical Times, Canadian Music Educator, International Journal of Music Education, Clavier, Journal of Musicology, and The Music Review. He is a contributor to several books, including Life in the Real World: How to Make Music Graduates Employable (Dawn Bennett, Ed.). He has presented conference papers and guest lectures across Canada and the United States, and in France, Great Britain, Ireland, Sweden, the Netherlands, Australia, Malaysia, Vietnam, China, Serbia, Greece, Italy, Brazil, and Spain. Carruthers is a past-president of the Canadian University Music Society and is past-chair of the ISME Commission on the Education of the Professional Musician.
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