APSMER2017 PROCEEDINGS

More documents

Recommendations

Info

Proceedings of the 11th Asia-Pacific Symposium for Music Education Research (APSMER 2017) 19th to 21st July 2017, Melaka MALAYSIA ! ! Introduction Community music can be viewed as : (1) music of a community, (2) communal music making, and (3) an active intervention between a music leader or facilitator and participants (Higgins, 2012). Community Music may also simply be described as active participation in music making (Veblen & Olson, 2002). As the International Journal of Community Music puts it, community music may be thought of as music teaching-learning interactions and dealings outside traditional music institutions (i.e. schools, university music, conservatories). Community music is now a field of research and practice internationally (Kertz-Welzel, 2013) and is currently being explored in the areas of music education, music therapy, music culture preservation and cultivation. It is not easy to define because its activities are wide-ranging, multifarious, and contextual (Higgins, 2012). It is multifaceted but what is common among all the notable community music programs and projects around the world is their main purpose which is to address community, social or personal development (Deane 2013: 292). We can say that community music is linked essentially to “service” to the people. Service Learning is a method through which students engage in an experiential service activity in partnership with a local community. The students need to reflect on the service activity enabling them to learn and develop academic, personal, societal values and civic responsibility (Bringle, Hatcher, & McIntosh, 2006; Furco, 1996). Service-Learning is viewed as a form of community service, as an instructional methodology, an approach, a strategy for cultural competence and awareness, a social justice orientation, and a philosophical worldview (Butin, 2010). Some studies show that service-learning had significant effects on students’ cognitive, academic skills; and disposition to serve, over a “generic” community work (Vogelgesang & Astin, 2000). Of particular interest in this study is the “Community Music” operating within the dynamics of “Service Learning”. For service-learning to be effective, it has to engage with a community, and community work in turn, has to operate within the service-learning framework. The evidence of impact and value of community music activities in the Philippines as well as in other countries continues to be one of the research gaps in community music. This was reported in the knowledge exchange colloquium of an informed group of 15 practitioners and academics in the United Kingdom by the “Connected Communities of the Arts and Humanities Research Council (McKay & Higham, 2011). Moreover, while there are already existing studies on the impact of Service Learning to future music teachers or pre-service music teachers as their practicum or training (Bartolome 2013; Burton & Reynolds 2009), research on the impact of community music in the area of an informal teaching of music in a community in the context of service-learning is yet to be explored. This research examines community music as an intervention specifically through an informal music teaching-learning interactions and dealings among Payatas children, which operates within a collaborative framework involving a higher education institution, the University of the Philippines and a ! ! 14 !
! Proceedings of the 11th Asia-Pacific Symposium for Music Education Research (APSMER 2017) 19th to 21st July 2017, Melaka MALAYSIA ! foundation which is for poverty alleviation and education , Payatas Orione Foundation Inc. or PAOFI. Method Using the interpretive phenomenological approach, the analysis of the CMSL 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. The description of the experiences of the stakeholders consisting of (a) the community learners and their mothers; (b) the university students enrolled in the service-learning course and (c) the key informants in the partner foundation were gathered from the interviews and written narratives. This data was transcribed and organized for thematic analysis. Other artifacts such as the recorded videos and photos of the CMSL activities although not the main object of analysis, served as a secondary and supporting material for the research. The development and changes in the implementation of the program in 3 academic years were presented, compared and examined using the basic logic model on which the CMSL program was constructed (see Figure 1). The structure of the program involving the University of the Philippines Music Education Department, the partner foundation PAOFI and the Payatas children and their mothers was analyzed through the existing studies on community engagement, community music and service learning. Background of the Study The CSML Community Music Service Learning is a partnership between the College of Music of the University of the Philippines (UP) and PAOFI, an NGO implementing nutrition and education programs for poverty alleviation. One of the donors of the feeding program initiated the partnership by inviting the Music Education Department students of UP College of Music to offer an informal music teaching of instruments to the children of Payatas, with the intent of keeping the children away from the influence of drugs and other vices. Payatas is the largest open dumpsite in the Philippines with communities in severe poverty, living from scavenging. (Mukarami, 2011). The collaboration was then established with one of the courses in the UP Music Education known as the Civic Welfare Training Service (CWTS). CWTS is one of the program components of the National Service Training Program (NSTP) established under the Philippine Republic Act 9163, also known as "National Service Training Program (NSTP) Act of 2001” to develop the culture of service and inculcate patriotism in all tertiary level students of the Philippines through service learning. CWTS under the College of Music of UP is a 2- semester/1 year course which consists of a preparatory course in the first semester (CWTS 1) and the service-learning activity in the second semester (CWTS 2). The CMSL program is implemented on ! ! 15 !
Page 1 and 2: APSMER2017 PROCEEDINGS Asia-Pacific
Page 3 and 4: Abstracts Student-Teacher Programme
Page 5 and 6: Student-Teacher Programme: A Piano
Page 7 and 8: Exploring the Malay Traditional Gen
Page 9 and 10: Proceedings of the 11th Asia-Pacifi
Page 17: Proceedings of the 11th Asia-Pacifi
Page 23 and 24: ! Proceedings of the 11th Asia-Paci

APSMER2017 PROCEEDINGS

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?