Page 35 - 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. 35
Ana Èoriæ, DEVELOPING COMMUNITY MUSIC ACTIVITIES IN HIGHER EDUCATION...
the knowledge with the colleagues. For the further research of the community music
program Notes of Love I would explore more topics of group dynamics, power dynamics
and collaborative learning. In an artistic and pedagogical sense, it would be interesting to
start working with children who can see, but who will be asked to be blindfolded at least at
some short parts of the performance, to see how their visually impaired colleagues
approach the story. Of course, it would be great to go deeper into the relationship between
text and music, as well as finding some new musical solutions to various scenes. Hope that
in the future the Academy will recognize the need for stepping out from its comfort zone
into the new experiences in the community, as well as the need for conducting research
connected to the community.
References
Abrahams, F. (2005). The Application of Critical Pedagogy to Music Teaching and
Learning. Visions of Research in Music Education, 6, pp.1–16.
Baketa, N.; & Æulum, B. (2015). Graðanski odgoj i obrazovanje u kontekstu
visokoškolskog obrazovanja: Politike, praksa i izazovi europskog i nacionalnog
visokoškolskog prostora. Zagreb: Centar za mirovne studije, Kuæa ljudskih prava.
Beard, C., & Wilson, J. P. (2013). Experiential Learning (3rd edition). London: Kogan
Page.
Æulum, B., & Lediæ, J. (2010). Uèenje zalaganjem u zajednici – integracija viskoškolske
nastave i zajednice u procesu obrazovanja društveno odgovornih i aktivnih graðana.
Revija za socijalnu politiku, 17(1), pp. 71–88.
Biljke i svirke. Interaktivni festival. (2016). https://hr-hr.facebook.com/pg/biljkeisvirke/
about/?ref=page_internal(2.1.2020)
Elliott, D. J. (2015). Another Perspective: Music Education as/for Artistic Citizenship.
Music Educators Journal. 99(1), pp. 21–27.
Elliott, D. J., Silverman, M., & Bowman, W. D. (2016). Artistic Citizenship: Artistry,
Social Responsibility, and Ethical Praxis. New York: Oxford University Press.
Freire, P. (1971). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Herder
and Herder.
Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press.
Gaunt, H., & Westerlund, H. (Eds.) (2013). Collaborative Learning in Higher Music
Education. Surrey, Burlington: Ashgate.
Hess, J. (2019). Music Education for Social Change: Constructing an Activist Music
Education. New York: Routledge.
Higgins, L. (2012). Community Music in Theory and in Practice. New York: Oxford
University Press.
33
the knowledge with the colleagues. For the further research of the community music
program Notes of Love I would explore more topics of group dynamics, power dynamics
and collaborative learning. In an artistic and pedagogical sense, it would be interesting to
start working with children who can see, but who will be asked to be blindfolded at least at
some short parts of the performance, to see how their visually impaired colleagues
approach the story. Of course, it would be great to go deeper into the relationship between
text and music, as well as finding some new musical solutions to various scenes. Hope that
in the future the Academy will recognize the need for stepping out from its comfort zone
into the new experiences in the community, as well as the need for conducting research
connected to the community.
References
Abrahams, F. (2005). The Application of Critical Pedagogy to Music Teaching and
Learning. Visions of Research in Music Education, 6, pp.1–16.
Baketa, N.; & Æulum, B. (2015). Graðanski odgoj i obrazovanje u kontekstu
visokoškolskog obrazovanja: Politike, praksa i izazovi europskog i nacionalnog
visokoškolskog prostora. Zagreb: Centar za mirovne studije, Kuæa ljudskih prava.
Beard, C., & Wilson, J. P. (2013). Experiential Learning (3rd edition). London: Kogan
Page.
Æulum, B., & Lediæ, J. (2010). Uèenje zalaganjem u zajednici – integracija viskoškolske
nastave i zajednice u procesu obrazovanja društveno odgovornih i aktivnih graðana.
Revija za socijalnu politiku, 17(1), pp. 71–88.
Biljke i svirke. Interaktivni festival. (2016). https://hr-hr.facebook.com/pg/biljkeisvirke/
about/?ref=page_internal(2.1.2020)
Elliott, D. J. (2015). Another Perspective: Music Education as/for Artistic Citizenship.
Music Educators Journal. 99(1), pp. 21–27.
Elliott, D. J., Silverman, M., & Bowman, W. D. (2016). Artistic Citizenship: Artistry,
Social Responsibility, and Ethical Praxis. New York: Oxford University Press.
Freire, P. (1971). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Herder
and Herder.
Fung, D. (2017). A Connected Curriculum for Higher Education. London: UCL Press.
Gaunt, H., & Westerlund, H. (Eds.) (2013). Collaborative Learning in Higher Music
Education. Surrey, Burlington: Ashgate.
Hess, J. (2019). Music Education for Social Change: Constructing an Activist Music
Education. New York: Routledge.
Higgins, L. (2012). Community Music in Theory and in Practice. New York: Oxford
University Press.
33
