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Section 1: Background Section 1: Background
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Early practice Early practice
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Section 2: Skills and attributes of a community musician Section 2: Skills and attributes of a community musician
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Contextual/situated Contextual/situated
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Musical Musical
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Pedagogical Pedagogical
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Socially/ethically focused Socially/ethically focused
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Praxial Praxial
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Section 3: Constructing learning to facilitate the development of those skills and attributes Section 3: Constructing learning to facilitate the development of those skills and attributes
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Values and attitudes Values and attitudes
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Curriculum and pedagogy Curriculum and pedagogy
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BA (Hons) Community Music BA (Hons) Community Music
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Professional studies Professional studies
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Reintegration of aesthetic, praxial, and social dimensions of music Reintegration of aesthetic, praxial, and social dimensions of music
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Praxis Praxis
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Experiencing heutagogy and dialogic pedagogy Experiencing heutagogy and dialogic pedagogy
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T-shaped musicians T-shaped musicians
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Assessment Assessment
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Section 4: Wider implications Section 4: Wider implications
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Community music’s contribution to broader educational discourse Community music’s contribution to broader educational discourse
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Reflective Questions Reflective Questions
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Key Sources Key Sources
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References References
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36 Becoming a Community Musician: A Situated Approach to Curriculum, Content, and Assessment
Get accessDave Camlin is a singer/songwriter/educator/researcher who works as a performer, composer, teacher, facilitator, manager, and researcher. His doctoral studies outlined an integrative model of Music in Three Dimensions arising from the evolution of Sage ↵Gateshead’s artistic programme as consisting equally of performance and participation, driven by a desire for social impact. His research interests include the benefits of group singing; musician training; community music; the development of creative human capital; and the transformation of arts practices into ethically guided praxis. He is currently head of Higher Education and Research at Sage Gateshead, where he also lectures on the organization’s BA (Hons) Community Music and BMus (Hons) Jazz Popular and Commercial Music programmes, delivered in partnership with University of Sunderland. He also lectures on Trinity-Laban’s innovative new postgraduate course, The Teaching Musician, and Durham University’s BA (Hons) Music.
Katherine Zeserson’s work focuses on strategy, practice, and professional development in music and culture. She believes in the power of reflective artistic practice to inspire human development and build compassionate communities. From 2001 to 2015 she was founding director of Learning and Participation at Sage Gateshead, and in 2016 she ↵became programme director for inspire-music, a Paul Hamlyn Foundation initiative stimulating professional learning in music education. Other key roles include strategic advisor to Music Generation Ireland, chair of Sing Up Ltd., and a long-term advisory role supporting socially engaged youth music and arts programmes in São Paulo, Brazil. Publications include chapters in Debates in Music Education (Routledge 2012), Making Music in the Primary School (Routledge 2011), A Practical Guide to Teaching Music in the Secondary School (Routledge 2009), and Community Music Handbook (Russell House 2006). She is a singer with particular interests in improvised music and inclusive vocal practice.
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Published:05 February 2018
Cite
Abstract
In this chapter, we outline an approach to training in community music that is congruent with its pluralistic and diverse character. From the situated perspective of Sage Gateshead, a large music organization in the north of the United Kingdom, we reflect on some of the ways that musicians have developed the skills, knowledge, and attitudes to become effective practitioners of community music. Rooted in a dialogic and democratic pedagogy, the training processes described herein recognize the highly individualized nature of community music practices, and are underpinned by the explicitly humanistic values and attitudes that unite them.
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