Page 22 - Glasbenopedagoški zbornik Akademije za glasbo v Ljubljani / The Journal of Music Education of the Academy of Music in Ljubljana: Mostovi med formalnim in neformalnim glasbenim izobraževanjem, leto 15, zvezek 31 / Year 15, Issue 31, 2019
P. 22
SBENOPEDAGOŠKI ZBORNIK, 31. zvezek
from teacher to the student and puts lived experiences in the centre of education (Hess,
2019).
To describe the practical application of critical pedagogy in the university context, notions
of service-learning, experiential learning, community music and university civic mission
will be represented. Through the interdisciplinary approach to higher education curricula
and extra-curricular activities in the community, students and their teachers are
developing their own identity as artists-citizens (Schmidt-Campbell & Martin, 2006;
Elliott, 2015; Elliott, Silverman and Bowman, 2016), which benefits to the holistic and
comprehensive development of both sides (Ravell Barrett, 2016).
Creating of ‘connected curriculum’ (Fung, 2017), a space at the university for critical
dialogue and combination of research, experiential and service-learning, with proactivity
of students, teachers and university leaders, makes a significant shift in the context of
music academies. Challenges that music academies face nowadays in order to re-articulate
their own capacities for the wellbeing of society are numerous. Thus, in order to become
reflective conservatoires, all higher music education institutions need to re-define the
meaning of musical excellence, encourage research activities, educate not only future
musicians, but also audiences, and to implement the ‘curriculum of giving’, which means
that the curriculum has to be connected to the local community and society in general
(Tregear, Johansen, Jorgensen, Sloboda, Tulve, Wistreich, 2016). Experiential learning,
as a holistic process of learning, becomes important in the education of future musicians. It
can be described as the immersion in the experience, with an emphasis on all the senses,
inner impressions of the experience, emotional intelligence and communal experience of
sharing (Kolb, 2015; Beard and Wilson, 2013).
One of the models of experiential learning is service-learning, which integrates the
curriculum and active involvement of students and their teachers in the local community,
with the double aim: (1) to ensure their better understanding of the academic discipline,
the needs and problems of the community; (2) to encourage their civic involvement
(Æulum and Lediæ, 2010). Their transformative and empowering professional, research
and practical work is making a meaningful contribution to the quality of life in the
community. It is similar to volunteering, but the difference is that service-learning has a
strong emphasis not only on the community development but also on the learning process
(ibid.). In most cases, service-learning belongs to the non-formal/informal model of
university’s contribution to the community engagement, because it depends on individual
decisions of students and teachers to participate in extra-curricular activities at the
university and in the local community. According to Baketa and Æulum (2015), formal
approach means an institutionalisation of the university civic mission, as a blend of theory,
research and practice. In that case, interweaving of research and teaching through projects
established at the university and pro-active collaboration of teachers, students and leaders
of the institution, lead to the empowerment of the institution and the local community
itself.
20
from teacher to the student and puts lived experiences in the centre of education (Hess,
2019).
To describe the practical application of critical pedagogy in the university context, notions
of service-learning, experiential learning, community music and university civic mission
will be represented. Through the interdisciplinary approach to higher education curricula
and extra-curricular activities in the community, students and their teachers are
developing their own identity as artists-citizens (Schmidt-Campbell & Martin, 2006;
Elliott, 2015; Elliott, Silverman and Bowman, 2016), which benefits to the holistic and
comprehensive development of both sides (Ravell Barrett, 2016).
Creating of ‘connected curriculum’ (Fung, 2017), a space at the university for critical
dialogue and combination of research, experiential and service-learning, with proactivity
of students, teachers and university leaders, makes a significant shift in the context of
music academies. Challenges that music academies face nowadays in order to re-articulate
their own capacities for the wellbeing of society are numerous. Thus, in order to become
reflective conservatoires, all higher music education institutions need to re-define the
meaning of musical excellence, encourage research activities, educate not only future
musicians, but also audiences, and to implement the ‘curriculum of giving’, which means
that the curriculum has to be connected to the local community and society in general
(Tregear, Johansen, Jorgensen, Sloboda, Tulve, Wistreich, 2016). Experiential learning,
as a holistic process of learning, becomes important in the education of future musicians. It
can be described as the immersion in the experience, with an emphasis on all the senses,
inner impressions of the experience, emotional intelligence and communal experience of
sharing (Kolb, 2015; Beard and Wilson, 2013).
One of the models of experiential learning is service-learning, which integrates the
curriculum and active involvement of students and their teachers in the local community,
with the double aim: (1) to ensure their better understanding of the academic discipline,
the needs and problems of the community; (2) to encourage their civic involvement
(Æulum and Lediæ, 2010). Their transformative and empowering professional, research
and practical work is making a meaningful contribution to the quality of life in the
community. It is similar to volunteering, but the difference is that service-learning has a
strong emphasis not only on the community development but also on the learning process
(ibid.). In most cases, service-learning belongs to the non-formal/informal model of
university’s contribution to the community engagement, because it depends on individual
decisions of students and teachers to participate in extra-curricular activities at the
university and in the local community. According to Baketa and Æulum (2015), formal
approach means an institutionalisation of the university civic mission, as a blend of theory,
research and practice. In that case, interweaving of research and teaching through projects
established at the university and pro-active collaboration of teachers, students and leaders
of the institution, lead to the empowerment of the institution and the local community
itself.
20
