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Music in Medellin: Citizenship, Social Development, and Urban Renewal

麦德林的音乐：公民身份、社会发展和城市更新

基本信息

批准号：
AH/P011683/1
负责人：
Geoffrey Baker
金额：
$ 20.83万
依托单位：
Royal Holloway University of London
依托单位国家：
英国
项目类别：
Fellowship
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=AH%2FP011683%2F1
关键词：
Music Medellin Citizenship Social Development

项目摘要

The field of "social action through music" (SATM), a term popularised by Venezuela's youth orchestra program El Sistema, currently faces two problems: a paucity of rigorous research, and a disconnect between that research and the practice and policy spheres. My proposed project is intended not just to augment that research base but also to inform, and ultimately impact on, practitioners and policy makers. Focusing on Medellin, Colombia, it will explore how musical practices shape and are shaped by conceptions of citizenship, which is central to SATM, and consider the impact of music education programs on social development and urban renewal. It will entail a year of ethnographic fieldwork, and build on my previous research on El Sistema, music education and citizenship, music and the city, hip hop, and cultural policy. In the 1980s and early 1990s, Medellin was considered the murder capital of the world. In 1997, aiming to reverse the city's fortunes, the city government adopted a strategic development plan labelled "social urbanism" for its emphasis on education, culture, and citizenship. A key initiative was the creation of a network of 27 music schools in poorer neighbourhoods. An important hip hop scene also arose around this time, and gave rise to a number of educational projects. The result is a city with a remarkable concentration of music education activity, particularly on the urban margins, in which issues of citizenship and social development play a prominent role.My project will take a comparative, relational approach, exploring the different managerial regimes that organise musical activity in Medellin and focusing in particular on (1) the Network of Music Schools (predominantly classical music); (2) Cultura y Libertad (hip hop schools); and (3) Canto Alegre (Colombian popular music). My primary research questions are:1. How is citizenship conceptualised in different institutional contexts and musical genres? And how do conceptions of citizenship relate to actual practices of music making and learning? My initial hypothesis is that the Network imagines the personally responsible citizen, whereas Cultura y Libertad focuses on the justice-oriented citizen (Westheimer & Kahne, "What kind of citizen?"). Canto Alegre is chosen because, in contrast, it targets the upper-middle class, from which the city's future leaders are likely to come, and thus approaches the questions of citizenship and social development very differently. I will focus primarily on education, but also consider music making and listening more broadly as potentially fostering "intimate citizenship" (Stokes, The Republic of Love).2. In what ways does music education serve as a form of social development? Heightened publicity surrounding El Sistema has led to an upsurge of interest in the potential of music education to ameliorate a range of problems in disadvantaged sectors of society. Youth orchestras, in particular, have been a central focus, because of the presumed benefits that they bring in terms of teamwork, discipline, solidarity, and inclusion. However, my book El Sistema: Orchestrating Venezuela's Youth (OUP, 2014) revealed that such benefits were neither fully conceptualised nor (in many cases) realised in the Venezuelan context. Further research on the theory and practice of SATM in other contexts is thus a high priority.3. What roles have music policies played in processes of urban renewal?Music education plays a prominent role in "social urbanism," Medellin's strategic development plan. The city government has also embraced the "creative city" paradigm as part of its urban renewal strategy, and Medellin was recently designated as a City of Music within UNESCO's Creative Cities Network. The use of music and education in the city's reimaging attracts national and international investment, yet inequality is rising. Music may therefore play ambiguous, even contradictory, roles in broader urban processes.

委内瑞拉青年交响乐团项目El Sistema推广了一个术语--通过音乐采取社会行动(SATM)，该领域目前面临着两个问题：缺乏严格的研究，以及研究与实践和政策领域之间的脱节。我提议的项目不仅是为了扩大研究基础，也是为了向从业者和政策制定者提供信息，并最终对他们产生影响。它将以哥伦比亚的麦德林为重点，探索音乐实践如何塑造公民意识，以及如何被公民意识塑造，这是SATM的核心，并考虑音乐教育项目对社会发展和城市更新的影响。它将需要一年的人种学田野调查，并建立在我之前对El Sistema、音乐教育和公民身份、音乐与城市、嘻哈和文化政策的研究基础上。在20世纪80年代和90年代初，麦德林被认为是世界谋杀之都。1997年，为了扭转这座城市的命运，市政府通过了一项战略发展计划，将重点放在教育、文化和公民身份上，并将其称为“社会城市化”。一项关键的倡议是在较贫穷的社区创建了一个由27所音乐学校组成的网络。一个重要的嘻哈场景也在这个时候出现，并产生了一些教育项目。结果是麦德林的音乐教育活动非常集中，特别是在城市边缘，公民身份和社会发展问题发挥着突出的作用。我的项目将采取比较和关系的方法，探索在麦德林组织音乐活动的不同管理制度，并特别关注(1)音乐学校网络(主要是古典音乐)；(2)文化和自由(嘻哈学校)；(3)Canto Aregre(哥伦比亚流行音乐)。我的主要研究问题是：1.在不同的机构背景和音乐流派中，公民身份是如何被概念化的？公民身份的概念与音乐创作和学习的实际实践有什么关系？我最初的假设是，该网络设想的是个人负责的公民，而自由文化关注的是以正义为导向的公民(Westhimer&Kahne，“什么样的公民？”)。之所以选择坎托·阿雷格里岛，是因为相比之下，它针对的是中上阶层，该市未来的领导人可能来自这一阶层，因此处理公民身份和社会发展问题的方式非常不同。我将主要关注教育，但也会更广泛地考虑音乐制作和听音乐，以此作为潜在的培养“亲密公民身份”(斯托克斯，爱的共和国)。作为社会发展的一种形式，音乐教育在哪些方面发挥了作用？围绕El Sistema的高度宣传使人们对音乐教育改善社会弱势群体一系列问题的潜力产生了浓厚的兴趣。特别是青年交响乐团一直是关注的焦点，因为他们在团队合作、纪律、团结和包容方面可能会带来好处。然而，我的书《El Sistema：协调委内瑞拉的青年》(OUP，2014)揭示了这些好处既没有完全概念化，也没有(在许多情况下)在委内瑞拉的背景下实现。因此，在其他情况下进一步研究小岛屿发展中国家的理论和实践是当务之急。音乐政策在城市更新过程中扮演了怎样的角色？音乐教育在麦德林的战略发展计划--“社会都市主义”中扮演着突出的角色。市政府还将“创意城市”模式作为其城市更新战略的一部分，麦德林最近被教科文组织创意城市网络指定为音乐之城。在城市的重塑中使用音乐和教育吸引了国内和国际投资，但不平等正在加剧。因此，音乐可能会在更广泛的城市进程中扮演模棱两可、甚至相互矛盾的角色。