What is 'known' in community music in higher education? Engagement, emotional learning and an ecology of ideas from the student perspective. Issue 3 (9th December 2011)

• Record Type: Journal Article
• Authors: MELLOR, LIZ
• Is Part Of: International journal of community music. Volume 4:Issue 3(2011)
• Page Start: 257
• Page End: 275
• Publication Date: 2011-12-09
• Subjects: Community music -- Periodicals; Ethnomusicology -- Periodicals; 780.8
• DOI: 10.1386/ijcm.4.3.257_1
• Languages: English
• ISSNs: 1752-6299

Abstract

This article aims to make explicit the evolving ecology of ideas in the field of community music and higher education that are particular to a context yet transferable across respective fields of enquiry - music education, community music, music therapy and community music therapy. This is contextualized in two ways: (1) through a consideration of what learning through 'community music' might represent in terms of 'knowledge' in higher education, and (2) a case study of community music within one university setting. The research draws from a series of research projects, including a community music focus group comprising undergraduate and postgraduate music students. It adopts a reflexive research approach between participants and researchers. The findings present a set of considerations for community music in higher education and five emergent themes from the student perspective. By applying Barnett's theory of knowing and being, the discussion leads to a reconsideration of what might be considered 'legitimate' knowledge in community music in higher education to include dispositions of engagement and qualities of emotional learning.