Community Music

Community is continuously defined as a group of individuals who come together because of a commonality. However, definitions can often be limiting since they characterize an idea in such broad terms. Perhaps if one were to analyze the various outlooks that people have on the word community, its meaning would become clearer. These different perspectives can be labeled as concepts. As long as it is supported with a well-thought out argument, a concept is never right or wrong. It is merely a more developed viewpoint on a definition.
Throughout my readings of what it means to be a part of a community, many varying opinions have come up, each just as logical and heartfelt as the next. Despite their differences, these numerous concepts of community all have the hierarchical theme of belonging. Those who are part of a community typically feel included because of their similarities and also feel respected for their differences. There are a myriad of ways in which people can feel connected to each other, but in all situations, community members usually feel like they belong.
In the article The Many Ways of Community Music by K.K. Veblen, the author is knowledgeable enough to write about the extensive differences and similarities between musical communities around the world. He first introduces the Commission for Community Music Activity (CMA), which is a group that works to support the growth and strengthening of music programs and customs across the globe. Its members represent many different countries and ways of life. Veblen goes on to describe what community music means to musicians, music educators, and students throughout the world.
According to Veblen, the motive behind engaging in musical activity can make or break whether those involved can feel like a community. He explains that most assessments of musical learning destroy any potential for community, which is why formalized institutions are usually not as successful at invoking music appreciation. The purpose behind studying or making music is, “for personal satisfaction, enjoyment, self-expression, individual creativity, artistic excellence, self-esteem, joy and/or the enhancement of individual and/or group identity”.
This perspective makes me question the potential of school music programs in the United States. Because the assessment of music learning is demanded, will it be at all possible to inspire a love of music in students? Schools systems need to allow teachers to determine evaluation methods to gain an accurate hold on where the students’ abilities and progresses lie. In my elementary practicum class, Professor Morrow explained how she was continuously assessing her students in the classroom. Formal evaluation did not need to take place, and she would often sneakily assess students while they were comfortably and playfully partaking in musical activity.
It is important that the goal behind teaching music is not merely to convey musical knowledge. Enjoyment must take place on the part of the student or else learning will not occur at all. Members of the CMA across the globe all have more personal goals for their music students and are more successful in their teaching. In the United Kingdom, members stress that students’ individual needs must be met, emphasizing the importance of recognizing individuality in students. In Ireland, goals are set by the ambitions of the students, leaving their learning in their hands. Scandinavian countries claim that through musical experiences, self-expression takes place, which healthily releases stress and emotions. Swedish community music teachers suggest that music learning leads to the beginning of needed change within that community. Music is progressive. In Australia, they stress that group music making creates cultural bonding and “community cohesion” where musicians feel connected to each other.
This Australian theme sums up the rest in that music making is a communal experience that brings people together. Throughout musical communities of all cultures and backgrounds, a feeling of belonging takes place when students truly enjoy what they are doing. Therefore, they are connected through a common interest, which in this case is music. The discussing of community music and its many concepts brings us closer to understanding what exactly community is. Factors of community include inclusion, activity, participation, and pleasure. When people are actively involved in a group and are benefiting from it in some way, they are a part of a community.