A Community Music Approach To Social Inclusion In Music Education In Ireland

This thesis examines whether a community music approach can enhance access to and participation in music-making and learning in Ireland. Social inclusion is a priority on the political agenda in Ireland as the country enjoys unprecedented economic prosperity. Ireland is currently the fastest growing economy in Europe, with a society that is becoming increasingly multi-cultural. Advances in technology have impacted hugely on business, education, health and daily life. Is this change reflected in a more socially inclusive music education system? This question is central to the research in this thesis. In recent years a new approach to the provision of opportunity to engage in creative music-making has arisen which is founded on emerging thinking on social inclusion, a broader view of education, and an emphasis on addressing disadvantage, life-long learning and cultural diversity. This approach is broadly termed {u2018}community music{u2019} and is characterised by the way in which social outcomes are valued equally with musical outcomes. The research examines three projects in Cork city and county that reflect the growing international interest and practice in community music. The research seeks to ascertain if the proliferation of such projects is indeed bringing Ireland closer to providing a socially inclusive music education system. The study also identifies the essential elements central to the delivery of effective community music projects and examines the implications of such projects on the training of musicians. It examines where this work fits in terms of national policy. Against a background of an increase in music projects employing a community music approach, this study is the first to examine the efficacy of this approach in addressing music education disadvantage in Ireland and the relationship to the international experience.