Community Music Education: Towards the Development of New Pedagogies for the 21st Century

Project Number
OER 01/14 OP

Project Duration
June 2014 - May 2017

Status
In-Progress

Abstract
This study aims to introduce new ways of teaching music that is relevant to the needs of the twenty-first century classrooms. It seeks to propose new sources for the learning of music in order to: (1) observe how students prefer to and effectively learn music, (2) develop a pedagogical approach with the teacher that is intercultural and transcultural, and (3) uncover the skills and values that are enhanced and nurtured when students engage actively in their learning processes through fieldwork. Thus, the broader aim is to develop a new pedagogical approach to music that is relevant to the 21c music classrooms based on the exploration of students’ encounters with non-conventional sources of learning in the community. This study plans to emphasize that living musical systems are not incompatible to music education in the classroom setting. In fact, formal music education is long overdue in reflecting contemporary musical realities. So instead of dwelling on the differences between community music learning and classroom music setting, it is more important to argue that music education needs to move with the challenges and issues surrounding the influx of cultural diversity in the twenty-first century. The purpose of the two-phase exploratory, mixed methods design is to develop a pedagogical approach, which is grounded in the qualitative findings and literature on informal learning and world music pedagogies. The first phase is the observation phase and will use qualitative grounded theory methods to extract the dimensions contributing to effective student engagement and to the development of ‘critical musicality’ through non-conventional sources. The second phase is the development phase and will focus on developing and piloting the new pedagogical approach based on the emergent categories on learning through non-conventional sources and literature on informal learning and world music pedagogies. This research fulfills the much-needed gap between MOE’s policy, which advocates diversity and bringing out the learner in education, and actual classroom practices (Darianathan and Lum 2013, p.3). Through the study, students and the teachers will be exposed to a whole new way of learning music founded in the community resources that could shape a child’s awareness of his/her immediate surroundings and thereby nurture sensibilities that meet the challenges of the 21st century environment. MOE’s policy, which advocates diversity and bringing out the learner in education, and actual classroom practices (Darianathan and Lum 2013, p.3). Through the study, students and the teachers will be exposed to a whole new way of learning music founded in the community resources that could shape a child’s awareness of his/her immediate surroundings and thereby nurture sensibilities that meet the challenges of the 21st century environment.

Funding Source
NIE

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