The role of community in defining 21st-century creative practice: A design-led approach

Ambrose Edmund Field

The role of community in defining 21st-century creative practice: A design-led approach

Music

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

This chapter argues that enabling multicultural access to creative musical education requires rethinking composition from the ground up as a design opportunity within a cultural context. New ways in which creativity can be stimulated within a plural and technologically aware societal landscape are identified. For this to happen, approaches to musical composition education are required which transcend Western practice in such a way that no student is culturally alienated from creativity. This is not simply a question of including wider cultural practices as examples or case studies within the curriculum. To avoid cultural tokenism, it is necessary to rethink the core approaches of how creative subjects and musical composition are taught. Some starting points, drawn from disciplines and professional practices outside music, together with ways in which these ideas might help inform next-generation creative curricula, are proposed.

Original language	English
Title of host publication	Creative and Critical Projects in Classroom Music
Subtitle of host publication	Fifty Years of Sound and Silence
Editors	John Finney, Chris Philpott, Gary Spruce
Publisher	Taylor & Francis
Chapter	2
Number of pages	11
ISBN (Electronic)	9780367816179
ISBN (Print)	978-0367417710
Publication status	Published - 5 Nov 2020

Keywords

Music Education

Cite this

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AB - This chapter argues that enabling multicultural access to creative musical education requires rethinking composition from the ground up as a design opportunity within a cultural context. New ways in which creativity can be stimulated within a plural and technologically aware societal landscape are identified. For this to happen, approaches to musical composition education are required which transcend Western practice in such a way that no student is culturally alienated from creativity. This is not simply a question of including wider cultural practices as examples or case studies within the curriculum. To avoid cultural tokenism, it is necessary to rethink the core approaches of how creative subjects and musical composition are taught. Some starting points, drawn from disciplines and professional practices outside music, together with ways in which these ideas might help inform next-generation creative curricula, are proposed.

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A2 - Finney, John

A2 - Philpott, Chris

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PB - Taylor & Francis

ER -

The role of community in defining 21st-century creative practice: A design-led approach

Abstract

Keywords

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