It is reported that COVID-19 has had a significant impact on increasing mental health problems and exacerbating existing mental health conditions. The aim was to explore the potential of an online singing and mindfulness programme for people with anxiety and/or depression. Seven participants were socially prescribed to a nine-week programme of online singing and mindfulness delivered by the practitioner-researcher. Participants completed the HADS (Hospital Anxiety and Depression Scale) and WEMWBS (Warwick Edinburgh Mental Wellbeing Scale) at baseline and after the sessions. Participants kept journals and completed a questionnaire after the programme. Field notes were kept. Data were triangulated to form themes for discussion. Participants reported positive impacts on their wellbeing. The programme offered a safe space to connect with others; build confidence; break down barriers and to feel both relaxed and energized. Online singing and mindfulness may provide an effective ‘gateway’ into face-to-face activities for those experiencing barriers to engagement.
{"title":"An exploration into online singing and mindfulness during the COVID-19 pandemic for people with anxiety and/or depression","authors":"Emily Foulkes","doi":"10.1386/ijcm_00049_1","DOIUrl":"https://doi.org/10.1386/ijcm_00049_1","url":null,"abstract":"It is reported that COVID-19 has had a significant impact on increasing mental health problems and exacerbating existing mental health conditions. The aim was to explore the potential of an online singing and mindfulness programme for people with anxiety and/or depression. Seven participants were socially prescribed to a nine-week programme of online singing and mindfulness delivered by the practitioner-researcher. Participants completed the HADS (Hospital Anxiety and Depression Scale) and WEMWBS (Warwick Edinburgh Mental Wellbeing Scale) at baseline and after the sessions. Participants kept journals and completed a questionnaire after the programme. Field notes were kept. Data were triangulated to form themes for discussion. Participants reported positive impacts on their wellbeing. The programme offered a safe space to connect with others; build confidence; break down barriers and to feel both relaxed and energized. Online singing and mindfulness may provide an effective ‘gateway’ into face-to-face activities for those experiencing barriers to engagement.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91079773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Maria Varvarigou, Lee Willingham, V. Abad, Jonny Poon
A growing body of research is concerned with how lifelong music learning and participation in community contexts may support well being and quality of life. Research focused on how non-formal community music learning and participation can be supported and facilitated is more limited. This article sets out three case study examples of the ways in which facilitators of music learning in diverse community contexts (including the home) can be supported and trained. Following these examples, a model for music facilitation is presented and discussed, highlighting key tools for supporting active music-making across the lifecourse.
{"title":"Music facilitation for promoting well being through the lifecourse","authors":"Maria Varvarigou, Lee Willingham, V. Abad, Jonny Poon","doi":"10.1386/ijcm_00039_1","DOIUrl":"https://doi.org/10.1386/ijcm_00039_1","url":null,"abstract":"A growing body of research is concerned with how lifelong music learning and participation in community contexts may support well being and quality of life. Research focused on how non-formal community music learning and participation can be supported and facilitated is more limited.\u0000 This article sets out three case study examples of the ways in which facilitators of music learning in diverse community contexts (including the home) can be supported and trained. Following these examples, a model for music facilitation is presented and discussed, highlighting key tools for\u0000 supporting active music-making across the lifecourse.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78970002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The authors in this article each bring a particular insight to the overarching question of how pedagogical and facilitation approaches can deepen and strengthen a lifelong value attached to music learning and engagement in leisure music activities. It is argued that when learner voice is privileged and social connections are embedded in pedagogical approaches early on, for example in formal school music or extracurricular youth learning contexts, this will likely underpin lifelong habits of engagement in valued, meaningful leisure activity. A lifelong learning mindset, oriented around serious leisure, can in turn promote the quality of later life, when a potential sense of loss related to personal work and family identity can be profound.
{"title":"Generating meaningfulness through lifelong and life-wide leisure engagement with music","authors":"R. Mantie, Francis Dubé, Audrey-Kristel Barbeau","doi":"10.1386/ijcm_00037_1","DOIUrl":"https://doi.org/10.1386/ijcm_00037_1","url":null,"abstract":"The authors in this article each bring a particular insight to the overarching question of how pedagogical and facilitation approaches can deepen and strengthen a lifelong value attached to music learning and engagement in leisure music activities. It is argued that when learner voice\u0000 is privileged and social connections are embedded in pedagogical approaches early on, for example in formal school music or extracurricular youth learning contexts, this will likely underpin lifelong habits of engagement in valued, meaningful leisure activity. A lifelong learning mindset,\u0000 oriented around serious leisure, can in turn promote the quality of later life, when a potential sense of loss related to personal work and family identity can be profound.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80799770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents a diversity of approaches and a heterogeneity of research methods used, where the aim is to contribute to understandings of how musical engagement across the lifecourse may foster health and well being. Multiple perspectives and methodological approaches located in the disciplines of music therapy, community music and music education will be described, including identifying affordances and constraints associated with documenting lifelong and lifewide musical pathways. The research presented examines how lifelong musical engagement in different contexts might contribute to health and well being for different populations. The authors describe and situate their disciplines, present different methodological approaches that might contribute to lifecourse research in music and provide examples of particular projects.
{"title":"Researching the musical lifecourse in music therapy, community music and music education: Unique roles, convergences and blurring of philosophies and practices","authors":"V. Peters, Deborah Seabrook, L. Higgins","doi":"10.1386/ijcm_00036_1","DOIUrl":"https://doi.org/10.1386/ijcm_00036_1","url":null,"abstract":"This article presents a diversity of approaches and a heterogeneity of research methods used, where the aim is to contribute to understandings of how musical engagement across the lifecourse may foster health and well being. Multiple perspectives and methodological approaches located\u0000 in the disciplines of music therapy, community music and music education will be described, including identifying affordances and constraints associated with documenting lifelong and lifewide musical pathways. The research presented examines how lifelong musical engagement in different contexts\u0000 might contribute to health and well being for different populations. The authors describe and situate their disciplines, present different methodological approaches that might contribute to lifecourse research in music and provide examples of particular projects.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74423043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Within Sistema-inspired music education initiatives, claims have been made relating to the ways in which these experiences may contribute to the musical lifecourse, having lifewide and lifelong implications for young people. For example, a commonly held aspiration amongst Sistema-inspired programmes around the world is to foster participants’ well being, personal development and enhanced academic engagement. This article explores perceptions relating to the wider, transferable competencies derived from participation in one such programme. The National Orchestra for All (NOFA), an inclusive youth orchestra residential programme targeting under-served young people who face diverse barriers to musical participation, seeks to function as an ‘agent of change’ within participants’ lives. NOFA aims to improve the life chances of the young participants using music as means to support the development of personal, social and citizenship skills, their objective being to equip young people for achieving their potential within education, work and community. Our aim in this article is to address whether, and how, a short-term residential orchestral programme is perceived to function as an agent of change in the areas of personal, social or citizenship skills, and whether those skills are thought to be transferable beyond the programme context. Drawing on interviews and focus groups carried out over the course of three years, we present a thematic analysis representing participant perceptions. Overall, a number of transferable ‘life skills’ emerged. However, while some participants indicated that their experiences in NOFA did have an influence that transferred beyond the programme itself, others described persistent challenges that remained outside of the influence of any new skills or competencies gained within NOFA. These findings have implications for developing nuanced understandings of the role that intensive, inclusive orchestra programmes may have in nurturing transferable competencies and wider benefits in the lives of their participants.
{"title":"Sistema-inspired music education as an agent of change in and beyond the musical lifecourse: Perceptions of the transferable skills and transferability","authors":"Lina Tsaklagkanou, A. Creech","doi":"10.1386/ijcm_00038_1","DOIUrl":"https://doi.org/10.1386/ijcm_00038_1","url":null,"abstract":"Within Sistema-inspired music education initiatives, claims have been made relating to the ways in which these experiences may contribute to the musical lifecourse, having lifewide and lifelong implications for young people. For example, a commonly held aspiration amongst Sistema-inspired\u0000 programmes around the world is to foster participants’ well being, personal development and enhanced academic engagement. This article explores perceptions relating to the wider, transferable competencies derived from participation in one such programme. The National Orchestra for All\u0000 (NOFA), an inclusive youth orchestra residential programme targeting under-served young people who face diverse barriers to musical participation, seeks to function as an ‘agent of change’ within participants’ lives. NOFA aims to improve the life chances of the young participants\u0000 using music as means to support the development of personal, social and citizenship skills, their objective being to equip young people for achieving their potential within education, work and community. Our aim in this article is to address whether, and how, a short-term residential orchestral\u0000 programme is perceived to function as an agent of change in the areas of personal, social or citizenship skills, and whether those skills are thought to be transferable beyond the programme context. Drawing on interviews and focus groups carried out over the course of three years, we present\u0000 a thematic analysis representing participant perceptions. Overall, a number of transferable ‘life skills’ emerged. However, while some participants indicated that their experiences in NOFA did have an influence that transferred beyond the programme itself, others described persistent\u0000 challenges that remained outside of the influence of any new skills or competencies gained within NOFA. These findings have implications for developing nuanced understandings of the role that intensive, inclusive orchestra programmes may have in nurturing transferable competencies and wider\u0000 benefits in the lives of their participants.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86746295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fields of community music and popular music education have expanded rapidly over the past few decades. While there are many similarities between these two fields, there are aspects that set these two areas of practice apart. This article seeks to explore the intersections of community music interventions and popular music education to explain how they are similar and in which ways they are unique. This discussion centres on examinations of facilitation, ownership of music, training and certification, inclusivity, life-long music making, amateur engagement, informal learning and non-formal education, and social concerns. The Greek philosophy of eudaimonism, understood as ‘human flourishing’ is then used to explore the opportunities for human fulfilment through popular music education and community music approaches.
{"title":"Community music interventions, popular music education and eudaimonia","authors":"Bryan Powell","doi":"10.1386/IJCM_00031_1","DOIUrl":"https://doi.org/10.1386/IJCM_00031_1","url":null,"abstract":"The fields of community music and popular music education have expanded rapidly over the past few decades. While there are many similarities between these two fields, there are aspects that set these two areas of practice apart. This article seeks to explore the intersections of community music interventions and popular music education to explain how they are similar and in which ways they are unique. This discussion centres on examinations of facilitation, ownership of music, training and certification, inclusivity, life-long music making, amateur engagement, informal learning and non-formal education, and social concerns. The Greek philosophy of eudaimonism, understood as ‘human flourishing’ is then used to explore the opportunities for human fulfilment through popular music education and community music approaches.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84346379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Written in the early summer of 2020 and revised in early autumn, this article provides a contemporary account of how community musicians in the United Kingdom have responded to the challenges of the COVID-19 crisis. With reference to select examples of the work of community musicians, this article seeks to identify the most pressing questions for both practitioners and researchers to consider when developing and evaluating offers of community music in a society that has been changed by COVID-19 and that remains deeply unstable. As societies move into a new relationship with the virus, this article has implications for the response of community musicians to the ongoing challenges they will face as a result of this virus, and in the event of another new disease emerging in the future.
{"title":"The response of community musicians in the United Kingdom to the COVID-19 crisis: An evaluation","authors":"M. Crisp","doi":"10.1386/IJCM_00030_1","DOIUrl":"https://doi.org/10.1386/IJCM_00030_1","url":null,"abstract":"Written in the early summer of 2020 and revised in early autumn, this article provides a contemporary account of how community musicians in the United Kingdom have responded to the challenges of the COVID-19 crisis. With reference to select examples of the work of community musicians, this article seeks to identify the most pressing questions for both practitioners and researchers to consider when developing and evaluating offers of community music in a society that has been changed by COVID-19 and that remains deeply unstable. As societies move into a new relationship with the virus, this article has implications for the response of community musicians to the ongoing challenges they will face as a result of this virus, and in the event of another new disease emerging in the future.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90291704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article conveys research about participatory community singing that I explore through various lenses. I present thoughts and reflections from my interview with Alice Parker, who has many years of experience leading community singing events as well as ethnographic data collected from a monthly community singing event in the American Midwest. I analyse these data through the lens of a ‘traditional’ choral conductor who, prior to undertaking this investigation, had little knowledge about participatory singing traditions; I also utilize scholarship on the differences between participatory and performative music activities. In our interview, Ms Parker drew on many years of experience in both areas to provide touchstones for facilitating community singing events and also the distinct differences between these events and more traditional choral settings. Perhaps in reflecting on this dichotomy, facilitators of these two important forms of music making might learn from one another.
{"title":"‘Becoming the song’: Alice Parker, community singing and unlearning choral strictures","authors":"J. Palkki","doi":"10.1386/ijcm_00033_1","DOIUrl":"https://doi.org/10.1386/ijcm_00033_1","url":null,"abstract":"This article conveys research about participatory community singing that I explore through various lenses. I present thoughts and reflections from my interview with Alice Parker, who has many years of experience leading community singing events as well as ethnographic data collected from a monthly community singing event in the American Midwest. I analyse these data through the lens of a ‘traditional’ choral conductor who, prior to undertaking this investigation, had little knowledge about participatory singing traditions; I also utilize scholarship on the differences between participatory and performative music activities. In our interview, Ms Parker drew on many years of experience in both areas to provide touchstones for facilitating community singing events and also the distinct differences between these events and more traditional choral settings. Perhaps in reflecting on this dichotomy, facilitators of these two important forms of music making might learn from one another.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83775008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article summarises the impacts of a spontaneous arts initiative involving the residents of eight London streets during the 2020 lockdowns. A local arts organization devised small-scale, informal street music projects that were evaluated by the residents themselves. Responses suggested that such events had a strong positive impact on the feelings of community. Common responses included reaffirming the importance of local cohesion, recognizing music as an accessible means of developing new connections in ‘distanced’ conditions and a new appreciation of family togetherness. Those involved suggested that researchers could learn much about the characteristics of cohesive, supportive communities from similar initiatives. The project confirmed that more research was needed on the role schools could play in bringing communities together and how music can be used to build bridges between school and community. Feedback raised questions about the absence of children’s voices in post-COVID-19 planning for ‘the recovery curriculum’.
{"title":"‘We are still here’: The impacts of street music and street art during the 2020 London lockdowns","authors":"J. Barnes","doi":"10.1386/IJCM_00032_1","DOIUrl":"https://doi.org/10.1386/IJCM_00032_1","url":null,"abstract":"This article summarises the impacts of a spontaneous arts initiative involving the residents of eight London streets during the 2020 lockdowns. A local arts organization devised small-scale, informal street music projects that were evaluated by the residents themselves. Responses suggested that such events had a strong positive impact on the feelings of community. Common responses included reaffirming the importance of local cohesion, recognizing music as an accessible means of developing new connections in ‘distanced’ conditions and a new appreciation of family togetherness. Those involved suggested that researchers could learn much about the characteristics of cohesive, supportive communities from similar initiatives. The project confirmed that more research was needed on the role schools could play in bringing communities together and how music can be used to build bridges between school and community. Feedback raised questions about the absence of children’s voices in post-COVID-19 planning for ‘the recovery curriculum’.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89065413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jail Guitar Doors USA (JGD USA) is an initiative that provides guitars and songwriting instruction in correctional facilities. Founded in 2009, JGD USA is currently in 100 jails, prisons and youth facilities with a waiting list of 50. This study examined the phenomenon of JGD USA in Cook County Jail (Chicago, Illinois) and was guided by the following research question: How do participants describe their experiences in the case of JGD USA in Cook County Jail? Participants consisted of six adult male residents. Other data sources included interviews with the class teacher, the jail administrator who implemented JGD USA, Billy Bragg (founder of the original JGD) and Wayne Kramer (founder of JGD USA). This study employed instrumental case study methodology in order to explore a real-world phenomenon of guitar instruction in jail. Data sources included observation, a focus group interview, four semi-structured phone interviews and examination of lyrics and chord structure. Data were coded for emergent themes. Analysis of data sources revealed themes of group dynamics, expression, flow and intrinsic motivation. Other findings included insights related to the benefits of guitar and songwriting instruction in correctional settings.
{"title":"Jail Guitar Doors: A case study of guitar and songwriting instruction in Cook County Jail","authors":"Christopher W. Bulgren","doi":"10.1386/IJCM_00026_1","DOIUrl":"https://doi.org/10.1386/IJCM_00026_1","url":null,"abstract":"Jail Guitar Doors USA (JGD USA) is an initiative that provides guitars and songwriting instruction in correctional facilities. Founded in 2009, JGD USA is currently in 100 jails, prisons and youth facilities with a waiting list of 50. This study examined the phenomenon of JGD USA in Cook County Jail (Chicago, Illinois) and was guided by the following research question: How do participants describe their experiences in the case of JGD USA in Cook County Jail? Participants consisted of six adult male residents. Other data sources included interviews with the class teacher, the jail administrator who implemented JGD USA, Billy Bragg (founder of the original JGD) and Wayne Kramer (founder of JGD USA). This study employed instrumental case study methodology in order to explore a real-world phenomenon of guitar instruction in jail. Data sources included observation, a focus group interview, four semi-structured phone interviews and examination of lyrics and chord structure. Data were coded for emergent themes. Analysis of data sources revealed themes of group dynamics, expression, flow and intrinsic motivation. Other findings included insights related to the benefits of guitar and songwriting instruction in correctional settings.","PeriodicalId":43980,"journal":{"name":"International Journal of Community Music","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87557623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"艺术学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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