Mellor, Liz (2011) What is 'known' in community music in higher education? Engagement, emotional learning and an ecology of ideas from the student perspective. International Journal of Community Music, 4 (3). pp. 257-275.

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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.

Item Type:	Article
Status:	Published
DOI:	10.1386/ijcm.4.3.257_1
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education M Music and Books on Music > M Music
School/Department:	School of the Arts
URI:	https://ray.yorksj.ac.uk/id/eprint/542

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