APSMER2017 PROCEEDINGS

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Proceedings of the 11th Asia-Pacific Symposium for Music Education Research (APSMER 2017) 19th to 21st July 2017, Melaka MALAYSIA and develops self-confidence from this programme. Over the years, I have witnessed many timid teenagers transformed to becoming a mature confident adult who fits well into this changing world. References Paul Harris and Richard Crozier (2000) The Music Teacher’s Companion – A Practical Guide. ABRSM Publishing (page 17) Trinity Guildhall (2009) Diplomas in Music: Performing and Teaching from 2009. Trinity College London. (Page 99) Paul Harris (2006) Improve your teaching! – an essential handbook for instrumental and singing teachers. Faber Music Ltd. (Page 7) Paul Harris (2012) The Virtuoso Teacher – the inspirational guide for instrumental and singing teachers. Faber Music Ltd. (Page 16) 12
Proceedings of the 11th Asia-Pacific Symposium for Music Education Research (APSMER 2017) 19th to 21st July 2017, Melaka MALAYSIA ! ! Strike a Chord: Harmonizing Music with Service !! !! ! Maria Sherla A. Najera Assistant Professor, University of the Philippines! ABSTRACT The study analysed the framework of a Community Music- Service Learning (CMSL) program implemented in Payatas Philippines. CMSL is a community engagement through an informal teaching of music instruments (guitar, keyboard, violin, voice) to children of 8 to 12 years, in Payatas, one of the huge dumpsites in the Philippines. CMSL was done in partnership with Payatas Orione Foundation, Inc. (PAOFI), a private, non-profit entity for poverty alleviation programs. The music teachers comprise the University of the Philippines students, most of whom are from the College of Music. Using the interpretive phenomenological approach, the analysis of the framework was drawn from a triangulation of data collected from interviews, narratives, photo and video documentation of the (1) stakeholders’ description of their experiences (2) the development of the CMSL from its implementation and (3) the CMSL structure in the light of the practices, approaches and structures of community engagement, community music, and service learning. Results highlight positive outcomes among the stakeholders: joy and eagerness in teaching and learning, fulfilment in serving, perseverance and creativity, heightened concern for others and recognition of the value of music. The development of the CMSL program since 2013 outlines the teaching progression from “rote” to “note”, the addition of teaching violin and voice; the provisions for transport and food for children; and more parental support. Furthermore, the program corroborates studies emphasizing that the processes within community music initiated by universities are best understood through the combined interaction of outreach, engagement and service learning. Identifying strong connections between music and service could be further achieved by similar researches which could help develop programs of study combining musical expertise with social work, both on equal terms, not supplementary but complementary, and by designing service-based music pedagogy, performance, and research. Keywords: community music, service learning ! ! 13 !
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