Capulet, Emilie (2015) Music and Dementia workshops: bridging the gap in music education. In: Changing Landscapes, Rethinking Practice: Teaching and Learning Conference, 29 June 2015, University of West London.Full text not available from this repository. (Request a copy)
In early 2015, LCM worked hand-in-hand with the English Chamber Orchestra Ensemble (ECO) to create a series of chamber music and improvisation workshops for musicians in the early stages of dementia, in an initiative funded by the Arts Council and led by Arts 4 Dementia. LCM hosted the workshops and provided a flexible learning framework which served to engage undergraduate and postgraduate students in a professional practice environment.
LCM students benefited from an early-stage dementia awareness training day led by Dementia Pathfinders and Julian West, Head of the Royal Academy of Music’s Open Academy. External participants in each of the 8 workshops were invited to join in and play alongside the ECO and LCM musicians. Playing a range of instruments, the participants were dynamically engaged in a musical dialogue, shaping the different interpretations and approaches to the music being performed in a creative and innovative way. An LCM composition student noted down improvisations in order to create a new work for the ensemble which was subsequently performed at the Wigmore Hall, in April, for the Arts 4 Dementia Best Practice Music Symposium 2015.
Drawing on recent research into experiential and service learning (Carney, 2011; Deeley, 2015; Kolb, 2015; Waterman, 2014), I will evaluate student and participant feedback in order to discuss how these workshops, involving a variety of external partners, helped to bridge the gap between theory and practice in music education, as well as academic scholarship and real-world work experience. These workshops allowed the students to draw upon the technical skills they acquired throughout their studies whilst giving them the opportunity to gain insights into some of the problems facing today’s society and learn how to use their skills to make a difference, thus better equipping them to face the evolving music industry landscape on graduation.
Alice Y. Kolb and David A. Kolb; Jun. 2005; ‘Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education’; Academy of Management Learning & Education; 4.2: 193-212
Kolb, David A. 2015; Experiential Learning: Experience as the Source of Learning and Development; Pearson Education: Upper Saddle River.
Carney, Terri M.; 2011; ‘Reaching beyond Borders through Service Learning.’ Journal of Latinos and Education; 3.4: 267-71
Colburn, Jr., Kenneth; Newmark, Rona (eds); 2007; Service-Learning Paradigms: Intercommunity, Interdisciplinary and International; University of Indianapolis Press: Indianapolis
Deeley, Susan J.; 2015; Critical Perspectives on Service-Learning in Higher Education; Palgrave-Macmillan: Basingstoke.
Hale, Aileen; 1999; ‘Service Learning and Spanish: A Missing Link’ Construyendo Puentes (Building Bridges): Concepts and Models for Service-Learning in Spanish. Ed. Josef Hellebrandt and Lucia T. Varona, Washington, DC: American Association for Higher Education; AAHE Series on SErvice-Learning in the Disciplines; 9-31
Hellebrandt, Josef; 2008; ‘The Role of Service-Learning in the New Carnegie Classification for Community Engagement.’ Hispania. 91.1: 222-24
Schmidt Peters, Jacqueline; 2000; Music Therapy: An Introduction (2nd Ed.); Charles C. Thomas Publisher: Springfield.
Waterman, Alan S. (ed.); 2014; Service-learning: Applications From the Research; Psychology Press: New York.
|Item Type:||Conference or Workshop Item (Paper)|
Medicine and health
|Depositing User:||Emilie Capulet|
|Date Deposited:||28 Apr 2016 08:55|
|Last Modified:||11 Nov 2016 13:52|
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