Pathways of school and community music: Towards lifelong musicianship

Abstract

In this article I survey ways community music (CM) and school music might be considered as related and connected pathways in individuals’ unique musical lives. School, while existing within communities, is considered a separate space for music teaching and learning, yet is one avenue by which musical participation can broadly occur within and among a variety of community spaces. Music teachers in schools can consider how the purposes and practices of CM might relate to goals of lifelong musicianship, thereby informing school music. I include background on CM and school music in the United States and discuss purposes that can underlie varied CM endeavours. I propose a loose definition for CM, provide examples and discuss differences among school music and CM leadership in each domain. I encourage broadened purposes for school music and an appeal to the human need for music, with a value for space to make one’s own meanings as music learners and, broadly, to engage with the world as musical people. When acknowledged by music educators as valid, purposeful and connected within as well as outside the classroom, CM can potentially become meaningfully connected to everyday lives in society, perhaps furthering the ways in which society regards musicianship.