Music Education as Intentional Community Building

• In Event: Forging New Harmonies: Lived Experience and Student-Centered Praxis in Music Education

Abstract

Music education extends beyond artistic skill acquisition, serving as a transformative medium for intentional community building. Grounded in the philosophical works of bell hooks (2003) and Maxine Greene (1995, 2018), music education can foster environments where creativity, interconnectedness, and collective growth flourish. By intentionally constructing communities within educational spaces, educators can cultivate meaningful relationships, engage students critically, and inspire imaginative possibilities for societal transformation.
Central to intentional community building is the concept of love, defined by hooks (2003) as encompassing "care, commitment, knowledge, responsibility, respect, and trust" (p. 141). This definition guides educators in cultivating a supportive environment wherein students feel valued and empowered. Such loving relationships form the backbone of successful educational experiences, promoting not only musical proficiency but also personal and collective growth. In music education, love manifests through genuine connections between educators and students, fostering an atmosphere conducive to risk-taking and creative exploration (hooks, 2003).
Complementing hooks' emphasis on love and relationality, Greene’s educational philosophy underscores imagination and critical inquiry as essential to community empowerment. Greene (1995) argues for educational spaces where individuals "reach beyond themselves," embracing opportunities for imaginative re-interpretation and exploration of alternative possibilities (p. 12). For music educators, this involves moving beyond traditional pedagogical models that often emphasize technical proficiency and conformity to established practices. Instead, educators should encourage students to question existing paradigms, engage with diverse musical traditions, and participate actively in shaping their educational journey (Greene, 2018).
Music education rooted in intentional community building requires a critical evaluation of the traditional master-apprentice model predominant in Western classical music education (Allsup, 2016). This model often perpetuates hierarchical structures that limit student agency and hinder authentic community development. Embracing a pedagogical approach aligned with hooks and Greene entails creating dialogic, inclusive environments where students contribute their insights, question established norms, and explore varied musical experiences. Through these practices, music education becomes a powerful catalyst for fostering critical consciousness, promoting equity, and nurturing vibrant communities (Freire, 2018).
Practical implementation of intentional community building in music education includes fostering smaller, collaborative musical ensembles where students engage deeply with each other and the chosen repertoire. These settings provide opportunities for meaningful interpersonal interactions, collective decision-making, and exploration of culturally diverse musical traditions. Such environments not only enhance musical learning but also promote empathy, cultural exchange, and social cohesion (Baumeister & Leary, 1995; Bronfenbrenner, 1979; McKoy & Lind, 2022).
In conclusion, music education, when intentionally oriented toward community building, can significantly contribute to personal empowerment, social connection, and cultural understanding. Educators adopting the philosophies of hooks and Greene can effectively nurture loving relationships, encourage critical questioning, and inspire imaginative possibilities. This approach not only enriches the musical learning experience but also cultivates communities where students and educators collaboratively reimagine their potential, ultimately fostering a transformative educational environment.

Authors

• Drew Xavier Coles, Teachers College, Columbia University

• Tatyana Louis-Jacques, University of North Texas