Community music practice with adults

Don Coffman

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter examines three approaches to teaching and learning that resonate with community music principles and that can help inform the theoretical bases for community music practice, because there are similarities between the facilitating behaviours of community musicians and the teaching behaviours of educators. Specifically, this chapter portrays a continuum of viewpoints about guiding others—pedagogy, andragogy, and heutagogy—and illustrates how aspects of each approach can be applied to community music practice. These approaches range from authoritarian ideas that are teacher-centred and learner-dependent to more autonomous ideas that embrace learner-centred and self-directed learning. The New Horizons Band of Iowa City, Iowa, in the United States, is presented as an illustration.

Original languageEnglish (US)
Title of host publicationThe Oxford Handbook of Community Music
PublisherOxford University Press
Pages693-710
Number of pages18
ISBN (Electronic)9780190219505
DOIs
StatePublished - Jan 1 2018

    Fingerprint

Keywords

  • Andragogy
  • Ccapability theoryommunity music
  • Dults
  • Heutagogy
  • Pedagogy
  • Self-determined learning
  • Self-directed learning

ASJC Scopus subject areas

  • Arts and Humanities(all)

Cite this

Coffman, D. (2018). Community music practice with adults. In The Oxford Handbook of Community Music (pp. 693-710). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190219505.013.10