Environment, intention and intergenerational music making: Facilitating participatory music making in diverse contexts of community music
Environment, intention and intergenerational music making: Facilitating participatory music making in diverse contexts of community music
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DOI：
10.1386/ijcm_00018_1
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发表时间：
2020-06-01
影响因子：
0.7
通讯作者：
Willingham, Lee
中科院分区：
文献类型：
--
作者：
Anderson, Kirstin;Willingham, Lee
目前的对话和社区音乐和音乐教育从业者之间的辩论产生了需要识别和描述的素质和领导策略，可以预期在教学，促进和/或工作在不同的环境，包括监狱环境中必不可少的。首先探讨共同的领域：我们在哪里工作（上下文）？我们与谁合作（人民/社区）？在理解了前两个问题之后，我们如何做到这一点（策略）？这些框架问题有助于定位在不同环境中创作音乐的共同特征，但也指出了三种环境中每一种的独特特征。通过建立真实体验的条件，探索和冒险的安全性，以及确定成功参与的关键策略，教学方法被确定和应用。教学实践，包括教学策略，如引导发现，协作学习和叙事对话确定。促进过程，例如，示范/建模，辅导，苏格拉底式的指导和促进/使能是音乐干预的模型，为在参与性环境中获得和使用终身技能创造空间。无论是在学校，社区还是监狱，音乐制作的积极体验在教师/促进者的灵活性，创新者的反思性，研究和实践提供的基础知识以及社区的最终增强充分到位的地方蓬勃发展。
Current conversations and debates amongst community music and music educational practitioners have engendered the need to identify and describe qualities and leadership strategies that could be expected essential for those in teaching, facilitating and/or working in diverse settings, including carceral environments. Common areas are first explored: where are we working (context)?, with whom are we working (people/community)? and given an understanding of the first two questions, how do we do it (strategies)? These framing questions assist in locating common characteristics of making music in various settings, but also point to the distinctive features of each of the three contexts. By establishing conditions for authentic experience, safety in exploring and risk-taking as well as defining key strategies for successful engagement, instructional approaches are identified and applied. Pedagogical practices that include instructional strategies such as guided discovery, collaborative learning and narrative dialogue are identified. Facilitation processes such as, for example, demonstrating/modelling, coaching, Socratic direction and facilitating/enabling are models of musical intervention that create space for acquiring and using lifelong skills in participatory contexts. Whether in schools, communities or prisons, the positive experience of music making thrives where the flexibility of the teacher/facilitator, the reflexivity of the innovator, the foundational knowledge that research and practice provide and the ultimate enhancement of the community are fully in place.