Community-based music programs can have a transformative impact on building relationships within local populations. Music teachers have long relied on the parents of our students to fill the seats of our performances and support our student’s musical growth away from the school classroom. Researchers have focused upon the use of parent “booster” organizations to provide support, raise needed funds, and advocate for healthy music programs in schools (Elpus & Grisé, 2019; Jones, 2019; Lilliedahl, 2021). These community supports are similar to those found in youth sports programs (Stefansen, Smette, & Strandbu, 2018). In an increasingly fragmented world, school music programs which prioritize community engagement hold great potential, not just for developing musical skills, but for creating stronger, more meaningful social bonds between community members. In this session, we will discuss how community engagement within school music programs can foster a sense of belonging and create support and growth for students.

As a public secondary school band teacher in Midwestern USA, my program was supported by a well-developed parent volunteer network of strangers who were motivated to work for their children. They constructed sets for end-of-year performances, fundraised to offset costs, bonded as community members and created friendships which strengthened the band program and enriched the social culture of the larger community. These contributions directly benefited the students and enhanced their musical experience.

The power of a mutual community relationship can be endlessly beneficial. Directors can work with community businesses to collaborate on music performances and supporting student success. This could include hosting a performance, providing food and beverage in the lobby, or sponsoring a fundraiser. In return, the business gains exposure in the community while investing in the success of young musicians. Through great stewardship, directors can engage community members, businesses, and the students to create a sustainable partnership model.

Background

UNESCO’s vision of transformative education is about increasing learners’ capacities and motivating them to take action for a more peaceful and sustainable planet (UNESCO, 2022).

Aims

Music education can enliven and propel learning that transforms individuals and communities. However, to realize that potential, teachers must mindfully structure and support educational experiences to optimize what students will take away (Wasiak, 2013). The research-informed Music for Transformative Education framework was designed to guide teachers in harnessing music’s transformative power.

Method

Developing the framework began with analyzing UNESCO policy documents to distil key education priorities. Next, music projects submitted by teachers from schools around the world were examined. Finally, survey and interview data from teachers in over 30 countries were collected and analyzed.

Results

The resulting framework identifies four dimensions of music learning:

• Learning actions
• Learning context
• Learning relevance
• Learning outcomes

At the heart of a music education ecosystem (Damsa et al., 2019), students engage in learning actions (e.g., preparing a performance on a theme of environmental sustainability). The actions are influenced by factors within the learning context (e.g., access to instruments and a performance space and teaching approaches). The actions are fueled by relevance to students’ lives (e.g., the opportunity to address a meaningful issue, and to communicate what they want to express). The actions lead to learning outcomes (e.g., knowledge of environmental issues, performance skills, etc.).

This paper provides descriptions of music learning projects from around the world that illustrate in detail how the framework functions in real-world applications that centre sustainability principles to raise awareness and promote environmentally responsible practices.

Conclusions and implications for music education

Music learning experiences are sites of tremendous potential. The Music for Transformative Education framework is a research-informed thinking tool to help teachers design and support transformative music learning experiences across music education contexts.