We Can All Make Music.

Notional Graduate Certificate in Community Music Facilitation

Developed by Community Music Victoria Inc.

Course Description

The Graduate Certificate in Community Music Facilitation will equip students with the techniques and knowledge required to effectively facilitate community music making.

Course topics and subject material covered will provide both musicians and non-musicians (eg. educators and community activists) with the capacity to develop music making in community settings.

 

Informing Philosophy

Community music making, for the purposes of this course, is seen as having the following characteristics; it involves:

*    music making in groups (with a significant degree of collaborative decision-making).

*    music making which reflects and illuminates the culture of its participants.

*    music making “in the moment” (that is, not in preparation for some future public event or performance).

*    music making that is built-on and un-leashes the creative capacities of its participants in the immediate situation in which it is occurring.

In light of these characteristics, the role of the skilled individual has a specific focus when involved in facilitating community music making:

*    Skilled musicians have a primarily facilitative / inspirational role.  Their main function is to liberate the creativity of the groups they work with rather than to use the situation as a basis for making their own music.

*    The primary function of teachers, trainers and educators is to develop group music-making capacities rather than to teach music theory.

It is essential that graduates emerge from the course with a trust in the creative capacities of all participants and a commitment to liberating that creativity in a group context.

 

Learning Outcomes

Upon course completion, graduates will be able to:

*    Effectively facilitate groups, comprising people with diverse backgrounds, capacities and needs, in music making.

*    Understand and communicate the values of collaborative creative practices.

*    Understand, introduce and enhance the application of these practices in community contexts.

*    Teach basic ensemble improvisation and composition using aural techniques.

*    Effectively assist group members to work together and establish shared goals.

*    Initiate, design, manage, document and evaluate community-based projects.

*    Understand and promote the function of music making in the context of community development.

*    Work in this context with and within government and community structures.

*    Competently express and apply concepts concerning the social impact of the arts, and the role of the arts in education.

*    Recognise their own strengths and weaknesses in relation to group facilitation and music making.

 

Campus

-

 

Course Duration

One year part-time study (or equivalent), comprising four units.

 

Mode

The course will be offered in various modes including: evening classes, weekend and vacation sessions, summer and / or winter schools, via distance education programs, and field placements (both observational and participatory).

 

Teaching / Learning Strategies

Teaching and learning strategies will include:

*    campus-based lecture presentations and interactive workshops (sometimes involving visiting experts).

*    between-session fieldwork (observation and practical participation via placement with appropriate community music projects).

*    extra-curricular reading.

*    personal reflection.

 

Assessment

Students will be assessed on their theoretical competencies (in both oral and literary forms) and their practical competencies, with particular focus on their workshop leadership capacities.

 

Code

GCCMF

 

Cost

-

 

Pre-requisites

Applicants should have:

*    a degree in education or music or

*    a degree in another discipline and a graduate diploma in education or music, or

*    approved qualifications matching either of the two previous options.

An interest in community music making and a strong interest in building community spirit through music-making are essential prerequisites.  An existing basic knowledge of, and skills in, community music making is preferred.

 

Credit and Recognition of Prior Learning

Opportunities exist for obtaining credit for, and recognition of, prior learning.  Applicants with experience in music or education who possess qualifications and / or experience in other fields may be admitted if this prior learning is considered relevant.

 

Course Structure and Completion Requirements

Successful completion of the course entails the accumulation of 40 credit points which are obtained via the completion of 4 core units (10 credit points are allocated per completed unit).

 

Unit Descriptions

GCCMF 101: Music Making Facilitation (Preliminary)

This unit will equip graduates with the basic skills required to teach groups of non-musicians to make music.

Students will learn teaching techniques which encourage participants to have confidence in their capacity to make sounds (vocal and percussive) in an ensemble context.  Of particular importance will be the enhancement of graduates' expertise in creating an environment which encourages participant confidence, security and collaboration.

GCCMF 102: Community Building Facilitation (Preliminary)

This unit will equip graduates with the knowledge and techniques required for the successful and on-going leadership of community-based workshops.

Students will learn how to:

*    co-ordinate and lead small action-based community groups.

*    involve all participants in expressing and negotiating the group's objectives.

*    maximise the engagement of all participants.

GCCMF 103: Music Making Facilitation (Advanced)

This unit will equip graduates with the skill to navigate and build on the diversity inherent in community music making.

Students will be introduced to the challenges of:

*    working with people with special or particular needs.

*    finding repertoires and teaching methods to suit cross-cultural formations.

*    dealing with diverse participant behaviour patterns.

GCCMF 104: Community Building Facilitation (Advanced)

This unit will equip graduates with the skills associated with initiating, designing and managing community-based projects.

Students will learn both the practicalities of project management and gain an understanding of the political context in which such community music projects occur.  In particular, students will learn of the practical and theoretical links between creative music practice and community building.

 

Unit Topics

GCCMF 101: MUSIC MAKING FACILITATION (PRELIMINARY)

Subject-matter includes:

*    Group teaching techniques.

*    Music and music teaching skills (with a focus on aural transmission - see below), including basic ensemble, improvisation and composition techniques.

*    Repertoire and techniques appropriate to the developing stages of community music making.

*    Making music without the use of graphical or notational teaching aids.  That is, an understanding of, and commitment to, making music in an aural context, and the use of aural methods toward the encouragement of retention, harmonisation, rhythmic development, improvisation, musical arrangement and composition.

*    Developing non-threatening performance contexts.

*    Genre specialisations, including percussion (particularly body), singing, instrumental ensembles, instrument building and working with other performing art forms, including dance, theatre, and poetry.

GCCMF 102: COMMUNITY BUILDING FACILITATION (PRELIMINARY)

Subject-matter includes:

*    Workshop leadership.

*    Facilitating the contribution of shy participants.

*    Establishing shared goals in a new group.

*    Understanding and managing on-going leadership and co-ordination issues.

GCCMF 103: MUSIC MAKING FACILITATION (ADVANCED)

Subject-matter includes:

*    Ensuring that a group of people with widely disparate skills develops activities which fulfil and challenge all group members.

*    Understanding cultural sensitivity.  That is, learning techniques useful for working with people with special or particular needs which are radically different from one's own.  For example, understanding and addressing the needs of group participants who may be disabled, incarcerated, homeless, institutionalised, of a non-english speaking background, indigenous, are in public housing, are in the workplace, are in rural settings, considered “at risk”, are in schools, etc.

*    Understanding and managing cultural diversity - working with group members of widely disparate cultural backgrounds.  Specifically, learning techniques for finding musical paths which transcend cultural specificity and / or finding culturally specific directions which may be cross-culturally transferrable.

*    Motivation techniques for dealing with un-willing participants.

*    Methods of converting un-productive behaviours to productive behaviours within a group context.  For example, building confidence in the shy or channelling the behaviour of the aggressive.

GCCMF 104: COMMUNITY BUILDING FACILITATION (ADVANCED)

Subject-matter includes:

*    The initiation, design and management of community music projects

*    Documentation techniques

*    Community music project and group evaluation techniques

*    Understanding and managing issues encountered when working with and within government and community structures

*    Understanding the social impact of the arts and the role of the arts in education.

 

Reference texts

Recommended reference books and periodicals

Cahill, A. (1998) The Community Music Handbook. A Practical Guide to Developing Music Projects and Organisations. Sydney, Currency Press in association with the Music Council of Australia.
Leak, G. (2003) Performance Making: a manual for music workshops. Sydney, Currency Press.
McElheran, B. and Foss, L. (1989) Conducting Technique for Beginners and Professionals. Oxford University Press.
Paton, R. (2002) Living Music. West Sussex County Council.
Peggie, A. (1997) Musicians go to School: partnership in the classroom. London. London Arts Board / Yamaha-Kemble Music (UK) Ltd.
Williams, D. (1996) From Idea to Application: a project guide to arts project development. Adelaide, Community Arts Network of South Australia.
Shout! - bi-monthly newsletter produced by Community Music Victoria.
Sounding Board - quarterly magazine produced by Sound Sense.

Wider reading

Binns, V. (ed) (1991) Community and the Arts: History, Theory, Practice. Leichhardt, Pluto Press.
Burz H, L. Marshall, K. (1999) Performance-Based Curriculum for Music and the Visual Arts: From Knowing to Showing. Corwin Press, California.
Colwell, R. and Richardson, C. (eds) (2002) The New Handbook of Music Teaching and Learning: A Project of the Music Educators National Conference. (2nd ed) New York, Oxford University Press.
Elliott, D. (1997) Music Matters: A New Philosophy of Music Education. Oxford New York, University Press.
Everitt, A. (1997) Joining In: An investigation into participatory music. London, Calouste Gulbenkian Foundation.
Farberman, H. (1997) The Art of Conducting Technique: A New perspective. Miami, Warner Brothers.
Goolsby, T. and Colwell, R. and Thomas, W. (2001) The Teaching of Instrumental Music. New Jersey, Prentice Hall.
Green, L. (1997) Music, Gender, Education. Cambridge, Cambridge University Press.
Hawkes, J. (2001) The Fourth Pillar of Sustainability: culture's essential role in public planning. Melbourne, Common Ground Publishing in association with the Cultural Development Network (Vic).
Kershaw, B. (1992) The Politics of Performance. London, Routledge.
Kushner, S. (1988) A Musical Education: Innovation in the Conservatoire. Norwich, Centre for Applied Research in Education, University of East Anglia.
Kohut, D.L. (1996) Instrumental Music Pedagogy: Teaching techniques for school band and orchestra directors. Champaign, Illinois, Stipes Publishing.
Labuta, J. A. (1999) Basic Conducting Techniques (4th ed). New Jersey, Prentice Hall.
Lisk, E. & Edward S. L. (2000) Creative Director Intangibles of Musical Performance. Galesville, Maryland, Meredith Music.
Matarasso, F. (1997) Use or Ornament: the Social Impact of Participation in the Arts. Stroud, Comedia.
Reck, D. (1977) Music of the Whole Earth. New York Scribner.
Reimer, B. (2002) A Philosophy of Music Education: Advancing the Vision. (3rd ed) New Jersey, Prentice Hall.
Small, C. (1977) Music, Society, Education. London, Calder.
Small, Christopher Musiking.
Swanwick, K. (1999) Teaching Music Musically. London, Routledge.

Internet sites

Community Music Victoria
Sound Sense (the British development agency for community music)
Music Council of Australia
Australian Society for Music Education
Arts Victoria
Australian Council for the Arts
Deakin University - History of Music Education in Australia: Bibliographic Resources
Artsinfo

 

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