Addressing new challenges for a community music project in the context of higher music education: A conceptual framework

Gande, Andrea; Kruse-Weber, Silke

doi:10.18546/lre.15.3.04

Cited by 17 publications

(14 citation statements)

References 19 publications

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“…A similar scenario was discussed in a recent study by Schiavio et al (2018a); see also Gande and Kruse-Weber, 2017. Here, a program for informal pedagogy was examined by means of qualitative interviews collected with “facilitators” − expert musicians who guided the sessions and enabled the participants to discover musical possibilities through collective improvisation and coordinated music-making.…”

Section: Skills Beyond the Individualmentioning

confidence: 99%

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

et al. 2019

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Embodied approaches to cognition conceive of mental life as emerging from the ongoing relationship between neural and extra-neural resources. The latter include, first and foremost, our entire body, but also the activity patterns enacted within a contingent milieu, cultural norms, social factors, and the features of the environment that can be used to enhance our cognitive capacities (e.g., tools, devices, etc.). Recent work in music education and sport psychology has applied general principles of embodiment to a number of social contexts relevant to their respective fields. In particular, both disciplines have contributed fascinating perspectives to our understanding of how skills are acquired and developed in groups; how musicians, athletes, teachers, and coaches experience their interactions; and how empathy and social action participate in shaping effective performance. In this paper, we aim to provide additional grounding for this research by comparing and further developing original themes emerging from this cross-disciplinary literature and empirical works on how performative skills are acquired and optimized. In doing so, our discussion will focus on: (1) the feeling of being together, as meaningfully enacted in collective musical and sport events; (2) the capacity to skillfully adapt to the contextual demands arising from the social environment; and (3) the development of distributed forms of bodily memory. These categories will be discussed from the perspective of embodied cognitive science and with regard to their relevance for music education and sport psychology. It is argued that because they play a key role in the acquisition and development of relevant skills, they can offer important tools to help teachers and coaches develop novel strategies to enhance learning and foster new conceptual and practical research in the domains of music and sport.

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Section: Skills Beyond the Individualmentioning

confidence: 99%

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

et al. 2019

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“…In March 2016, the Institute for Music Education at the University of Music and Performing Arts Graz, Austria, established a community music project named Meet4Music (M4M; Gande & Kruse-Weber, 2017). M4M is organised in weekly free sessions of approximately one hour and a half each.…”

Section: Meet4musicmentioning

confidence: 99%

“…In this paper, we aim to contribute to the development of this orientation for music education and community music through an explorative qualitative study based on the "Meet4Music" (M4M) project recently developed at the University of Music and Performing Arts Graz, Austria (see Gande & Kruse-Weber, 2017). M4M is a low-threshold community-based program initially dedicated to improvisation, musical learning, dance and social inclusion.…”

mentioning

confidence: 99%

Negotiating individuality and collectivity in community music. A qualitative case study

Schiavio

Schyff

Gande

et al. 2018

Psychology of Music

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In this paper, we report on a qualitative study based on the "Meet4Music" (M4M) project recently developed at the University of Music and Performing Arts Graz, Austria. M4M is a low-threshold community-based program where participatory sessions dedicated to different artistic activities are freely offered to people from different social and cultural backgrounds. Our study explores how M4M promotes self-expression, creativity, social understanding, and artistic development through a number of interviews that we collected with the "facilitators"-those who help guide the heterogeneous ensemble of participants without being committed to a fixed and pre-defined teaching content. Our data focus on three aspects of M4M: "mutual collaborations," "non-verbal communication," and "sense of togetherness." Taking the "enactive" approach to cognition as a theoretical background, we argue that M4M helps to promote a sense of community that goes beyond the distinction between "individuality" and "collectivity." M4M encourages participants to meaningfully engage in collective forms of artistic activities, and develop new perspectives on their cultural identities that can play a key role for their flourishing as musical beings. In conclusion, we briefly consider possibilities for future research and practice.

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“…Another example we would like to briefly consider involves a recently developed community-based project at the University of Music and Performing Arts of Graz (Austria). Meet4Music (M4M) is an informal pedagogical setting developed around the figure of a facilitator (an expert musician) who guides participants in sessions involving musical and dance improvisation [ 62 , 63 ]. Importantly, the facilitator does not propose a specific set of rules but enables different coordinated possibilities for action and interaction that are explored by each participant in modalities that are meaningful to their personal and cultural backgrounds.…”

Section: Steps To a 4e Music Pedagogymentioning

confidence: 99%

4E Music Pedagogy and the Principles of Self-Organization

Schiavio

Schyff

2018

Behavioral Sciences

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Recent approaches in the cognitive and psychological sciences conceive of mind as an Embodied, Embedded, Extended, and Enactive (or 4E) phenomenon. While this has stimulated important discussions and debates across a vast array of disciplines, its principles, applications, and explanatory power have not yet been properly addressed in the domain of musical development. Accordingly, it remains unclear how the cognitive processes involved in the acquisition of musical skills might be understood through the lenses of this approach, and what this might offer for practical areas like music education. To begin filling this gap, the present contribution aims to explore central aspects of music pedagogy through the lenses of 4E cognitive science. By discussing cross-disciplinary research in music, pedagogy, psychology, and philosophy of mind, we will provide novel insights that may help inspire a richer understanding of what musical learning entails. In doing so, we will develop conceptual bridges between the notion of ‘autopoiesis’ (the property of continuous self-regeneration that characterizes living systems) and the emergent dynamics contributing to the flourishing of one’s musical life. This will reveal important continuities between a number of new teaching approaches and principles of self-organization. In conclusion, we will briefly consider how these conceptual tools align with recent work in interactive cognition and collective music pedagogy, promoting the close collaboration of musicians, pedagogues, and cognitive scientists.

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Addressing new challenges for a community music project in the context of higher music education: A conceptual framework

Cited by 17 publications

References 19 publications

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

Optimizing Performative Skills in Social Interaction: Insights From Embodied Cognition, Music Education, and Sport Psychology

Negotiating individuality and collectivity in community music. A qualitative case study

4E Music Pedagogy and the Principles of Self-Organization

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