There is an extensive literature on social capital and its generation and use in communities, but less is known about the ways in which social capital is manifested in community music settings. The literature suggests that social capital is evidenced through a range of `indicators', including trust, community and civic involvement, and networks. This article reports the findings of a research project that examined the manifestation of social capital in a community choir in regional Tasmania. The study employed multiple data-generation methods including survey, field notes, and artefact-elicited, semi-structured interviews in a qualitative interpretive case study design. An analysis of narrative approach was used to interrogate data generated with the 27 members (the Tutti) of the `Milton' Community Choir, and to identify those social capital indicators present. Through analyses of these data, findings suggest that the social capital indicators identified in the literature, specifically those of shared norms and values, trust, civic and community involvement, networks, knowledge resources, and contact with families and friends are present in the community choir. Further, a previously unemphasized social capital indicator, that of fellowship, is identified as a key component in fostering group cohesion and social capital development in the community choir.

This article examines the manifestation of social capital in a community choir. The extensive literature on social capital and its generation and use in communities includes little about the ways in which social capital is manifested in community music settings. The literature suggests that social capital may be identified through 'social capital indicators' such as 'trust', 'community and civic involvement', 'learning' and the presence of 'networks'. This study sought to identify those indicators of social capital that are present in a community choir in regional Tasmania. Multiple data generation methods including surveys, field notes and semi-structured interviews are employed in this qualitative, interpretive case study. An 'analysis of narrative' approach interrogates data from the main body of the Milton Community Choir, and aims to identify those social capital indicators present in the community choir.

This article discusses how music educators serve community music (CM) functions and CM facilitators serve music education functions. A key community role of music educators is to help students develop the musical skills, knowledge, habits, and dispositions to engage musically throughout life. A key music education role of CM facilitators is to help musicians in CM settings develop similar attributes, as well as fostering the types of ensembles and musical experiences in which people of various ages and social and economic strata can engage.