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Alle TrainerInnen »Das wird Schule machen«
Verantwortung statt Gehorsam
Dialog statt Dogma

Community Music Conference Munich


Einleitung von Dr. Alicia de Banffy-Hall und Prof. Dr. Burkhard Hill

Einleitung lesen

Community Music in Germany: reinventing the wheel?

Prof. Dr. Burkhard Hill, Hochschule München
The lecturer exposes the field of community music in Germany.
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The Munich Community Music Action Research Group (MCMARG)

Dr. Alicia de Banffy-Hall, Katholische Universität Eichstätt-Ingolstadt
The journey to this conference.
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Community music: practice at the crossroads

Prof. Dr. Lee Higgins, International Centre for Community Music, York St. John University, UK
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The growing internationalisation of community music: insights from the Asia pacific region

Ass. Prof. Dr. Brydie-Leigh Bartleet, Queensland Conservatorium Research Centre Griffith University, Australia
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But is it any good? Understanding music work with children in challenging circumstances

Phil Mullen, UK
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Pedagogy, andragogy, and heutagogy: a continuum of perspectives for community music practice with adults

Prof. Dr. Don Coffman, University of Miami, USA
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Singing the rights we do not possess: the rights of community music

Dr. Dave Camlin, Sage Gateshead / University
of Sunderland, UK

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Theorizing the creativity of Community Music by a praxeological approach: Key elements and open questions

Dr. Eric Sons, Helmuth-Schmidt-Universität Hamburg
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Celebrating the Paradoxes: Community Music Engagement

Dr. Lee Willingham, Wilfrid Laurier University, Waterloo, Ontario, Canada
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How do we ensure that musicians are ethical, responsive and reflective practitioners of Community Music; is formal training required and if so, in what form?

Jess Abrams, Edinburgh College, Scotland
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Pre- & Perinatal Community Music

Prof. DDDr. Wolfgang Mastnak, Hochschule für Musik und Theater München
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The drumpower project – violence prevention social integration and empowerment through music. A music therapy program for children and adolescents.

Dr. Andreas Wölfl, Freies Musikzentrum München
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Sense of Place – How the concept of Sense of Place is used by community musicians to inspire their practice

Pete Moser, More Music in Morecambe, United Kingdom
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Ivory towers, joined up thinking & a place to play a festival as motivator & facilitator in community music & healthcare

Philip Curtis, CityProms Foundation, Leeuwarden, Netherlands
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Celebrating the Paradoxes: Community Music Engagement
Dr. Lee Willingham, Wilfrid Laurier University, Waterloo, Ontario
As the discipline of Community Music continues its invasion in higher education, the language by which CM is defined, and the core attributes of CM must be clear. The diverse meanings of “community” result in a diverse and rich tapestry of practices and perspectives. This paper sets out to explore the dichotomous nature that many CM principles exhibit, and attempts to connect the facilitator-practitioner with the scholarlship that is being embraced by those universities offering CM programs.

Activism vs. Contemplative Practice
Embedded deeply within CM values is activism. As the lens focuses on justice and cultural concerns the call to action often results in a public event that gives space and voice to a cause. The dominant consumer culture kicks into action and for a variety of reasons, people respond and “consume” the event. Self-congratulation eases the need for continued action, and the event becomes part of the memory of good deeds. Palmer(1999), suggests that activism is part of our frenzied consumer-bound lives, and even in seeking altruistic outcomes people lose sight of the centre and the core values that give authenticity to the practice. Palmer espouses the paradoxical view that action and contemplation go hand in hand. We explore this in some depth.

Inclusivity, Empathy vs. Skills, Abilities
The compelling image from Higgins(2012) that the act of making music is an act of hospitality has found permanency in CM discourse. Critiques of the inclusive nature of CM declare that standards are compromised. The tension between “all are welcome” and rigour is explored. How wide can the circle be without losing the centre? Part of this discussion stems from socio-economic status. What of those without the means to participate in community music organizations. We suggest that CM offers economic diversity as a prism through which the internal assets of all individuals can be honoured.

Nonformal, Negotiated Curriculum vs. Teacher Directed Instruction
The privileging of nonformal instruction, built on a flexible negotiable curriculum enhances the value of CM to many students who have little or no appetite for transmissive lectures or podium musical direction. Constructivist principles inform CM profoundly in that knowledge can be/is constructed in community. Further, the value of building common relationships supports the notion espoused by Comer(2001) that true learning must take place within a relationship.

The paper concludes by describing two interdisciplinary events, one focusing on justice through music (Sing Fires of Justice), and the other exploring social innovation and cultural capital with music, global studies, and education research (Community-University Knowledge Exchange on Wicked Problems and Social Transformation).


Prof. Dr. Lee Willingham (Doctor of Education), außerordentlicher Professor an der Wilfrid Laurier University, Waterloo, Kanada, koordiniert das Programm Master of Arts in Community Music und ist Leiter des Laurier Centre for Music in the Community. Zu seinen Forschungsinteressen gehören: die Wirkung musikalischer Erfahrungen, die Bildung kreativen und kulturellen Kapitals in Community-Kontexten sowie Musikpädagogik und Chorforschung. Er hat in Kanada, Großbritannien, Deutschland, Ungarn und Brasilien wissenschaftliche Beiträge präsentiert und Workshops durchgeführt. 2016 wurde ihm für seine kreative Unterrichtspraxis von der Wilfrid Laurier University die Auszeichnung Excellence in Teaching Innovation verliehen. Seine Promotionsarbeit beschäftigte sich mit den Themen ganzheitlicher Lehrplan in der Musikpädagogik, und er hat jahrelange Erfahrung im öffentlichen Schulwesen, in der Bildungsadministration und in akademischen Positionen. Er ist außerdem anerkannt als Community-Chor-Facilitator und bietet nach wie vor Workshops im Bereich Chorarbeit an.

Zurzeit arbeitet er als Ko-Autor an einem Leitfaden für Community Music und trägt so weiterhin zu Wissenschaft und Forschung bei.