Abstract
Abstract This paper will explore some examples of action that can be taken
to ensure that the next generation of musicians have the artistic strength, vision,
and motivation to “make music with the moment” (Gregory 2005, Higgins 2007),
whoever the people, whatever the context. Through a recent collaborative pro-
ject at the Federal University of Minas Gerais in Belo Horizonte, Brazil, we will
consider how a creative, participatory workshop environment can bring socially
engaged artists in from the margins to a more central strategic position, not only
in the cultural sector, but integrated into our societal ecology. We also ask how
higher education institutions can be activated to produce a socially engaged work-
force that responds creatively and responsibly to the diverse challenges of a world
in constant flux. The methodology undertaken included observations during the
whole process of workshops and a questionnaire to all participants exploring how
the seminar on creative practices in music and social engagement impacted them,
both personally and in relation to their practice. In what ways are participants
112
Advocacy and Sustainability in Higher Music Education
affected as a community of musicians when exploring, improvising, composing,
arranging and then performing their ideas together? One could argue that a signif-
icant dissonance continues to remain between the curricula, as well as its teaching
approaches, and the real needs of students to deal with the crisis of the contem-
porary world (Gaunt, 2021). What kind of musicians are we producing through
our higher education institutions and how does their “skillset” – musical, artistic,
social, human developed through these systems of music education relate to the
challenges and issues in today’s world? How can we contribute to attenuating the
current problems that affect us all? It feels we need a music education system that
advocates for peace, respect, tolerance, for a more ecological balance to recuperate
a sense of community, of working together collaboratively and exploring our crea-
tive potential. We need a continuing learning through the current cultural, digital,
and social revolution where equity, diversity and inclusion are of paramount
importance. In short, we are talking about musicians who are able and ready to
make music as performers, collaborators, creators, facilitators, and improvisers in
a range of cultural, educational, healthcare and social justice settings. How might
we achieve this?
to ensure that the next generation of musicians have the artistic strength, vision,
and motivation to “make music with the moment” (Gregory 2005, Higgins 2007),
whoever the people, whatever the context. Through a recent collaborative pro-
ject at the Federal University of Minas Gerais in Belo Horizonte, Brazil, we will
consider how a creative, participatory workshop environment can bring socially
engaged artists in from the margins to a more central strategic position, not only
in the cultural sector, but integrated into our societal ecology. We also ask how
higher education institutions can be activated to produce a socially engaged work-
force that responds creatively and responsibly to the diverse challenges of a world
in constant flux. The methodology undertaken included observations during the
whole process of workshops and a questionnaire to all participants exploring how
the seminar on creative practices in music and social engagement impacted them,
both personally and in relation to their practice. In what ways are participants
112
Advocacy and Sustainability in Higher Music Education
affected as a community of musicians when exploring, improvising, composing,
arranging and then performing their ideas together? One could argue that a signif-
icant dissonance continues to remain between the curricula, as well as its teaching
approaches, and the real needs of students to deal with the crisis of the contem-
porary world (Gaunt, 2021). What kind of musicians are we producing through
our higher education institutions and how does their “skillset” – musical, artistic,
social, human developed through these systems of music education relate to the
challenges and issues in today’s world? How can we contribute to attenuating the
current problems that affect us all? It feels we need a music education system that
advocates for peace, respect, tolerance, for a more ecological balance to recuperate
a sense of community, of working together collaboratively and exploring our crea-
tive potential. We need a continuing learning through the current cultural, digital,
and social revolution where equity, diversity and inclusion are of paramount
importance. In short, we are talking about musicians who are able and ready to
make music as performers, collaborators, creators, facilitators, and improvisers in
a range of cultural, educational, healthcare and social justice settings. How might
we achieve this?
| Original language | English |
|---|---|
| Publication status | Published - 2024 |