Student Musicians' Reflection on Their Experiences of Belonging Whilst Serving Others: Findings from a Three-Year Arts-Based Service-Learning Programme on Therapeutic Community Music

Autor/in	Varvarigou, Maria
Titel	Student Musicians' Reflection on Their Experiences of Belonging Whilst Serving Others: Findings from a Three-Year Arts-Based Service-Learning Programme on Therapeutic Community Music
Quelle	In: International Journal of Education & the Arts, 24 (2023) 7, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Service Learning; Musicians; Music Education; Music Therapy; Community Programs; Student Attitudes; Interaction; Inclusion; Space Utilization; Resilience (Psychology); Creativity; Networks; Career Development; Higher Education; Well Being; Quality of Life; Undergraduate Students; Foreign Countries; Interpersonal Relationship; Environmental Influences; United Kingdom + Suchen Sie Ihr Suchwort? Service-Learning; Musiker; Musikerziehung; Musiktherapie; Schülerverhalten; Interaktion; Inklusion; Raumnutzung; Kreativität; Berufsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Well-being; Wellness; Wohlbefinden; Lebensqualität; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Environmental influence; Umwelteinfluss; Großbritannien
Abstract	This exploratory study reports findings from an "arts-based service-learning" (ABSL) programme where student musicians facilitated "therapeutic community music" (TCM) (Aigen, 2012) for, with, and alongside children and seniors in different community settings. The data primarily comprised student musicians' reflective logs and feedback forms and were analysed through a quality of life lens (Raphael, 2002). This paper discusses the student musicians' reported experiences of belonging (Raphael, 2002). Belonging manifested itself in physical, social, and community aspects. For example, facilitating TCM within a circular format helped the student musicians experience deeper social interactions and a greater sense of inclusion. Moreover, the sense of belonging became a resource for developing resilience, expressing creativity, building professional networks, and experiencing the possibilities of their careers. The study concludes with implications for embedding ABSL in higher education programmes to support learning, enhance well-being, and promote community. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01