In this think piece, we explore how pedagogical frameworks can effectively support the planning and practice of music facilitators working in community music contexts. We focus on the framework for facilitating musical learning, interrogating how this framework can support the development of musicians as group leaders whose practice is founded upon experience, action and reflection. While community music is often associated with non-formal learning, we expand that perspective by highlighting the pedagogical richness in facilitation approaches that are responsive to context, integrate diverse pedagogical modes and strategies and engage participants in meaningful music learning experiences. Drawing on research and practice on planning, facilitating and evaluating music learning in diverse community settings, we demonstrate how the framework for facilitating musical learning offers a tool for critical reflection among musicians as they design, lead and reflect on their practice particularly in contexts where the boundaries between music education and community music are blurred.
Varvarigou et al. (Mon,) studied this question.