service learning experiences in schools, nonprofit institutions, and public institutions, such as senior centers and juvenile detention centers. Alviso provides suggestions for ap- propriate world music lessons, lesson plan construction, lesson evaluation, and reflection.
Bartleet, B. (2012). Building vibrant school-community music collab- orations: Three case studies from Australia. British Journal of Mu- sic Education, 29(1), 45-63. doi: 10.1017/S0265051711000350
Brydie-Leigh Bartleet presents three case studies that illustrate three dif- ferent models of school-community collaborations in Australia that span diverse socioeconomic and cultural contexts: school-initiated, community- initiated, and a mutual collaboration. The narratives are rich with detail and state the resulting benefits of each kind of collaboration. Suggestions for similar kinds of collaborations are included.
Barnes, G. V. (2002). Opportunities in service learning. Music Educa- tors Journal, 88(4), 42-46. doi: 10.2307/3399790
This article is an excellent introduc- tion to the concept of applying service learning to music education. Gail Barnes gives an orientation to service learning, provides service learning op- portunities appropriate for high school and college students using a case study of a high school in South Carolina, and gives examples for how to structure service learning opportunities to have a successful outcome. Assessment and reflection vehicles are also discussed.
Bowers, J. (2001). A field experience partnership for teacher education with university, public school, and community participants. Bul- letin of the Council for Research in Music Education, 148, 3-11.
This article begins with a literature review related to different types of partnerships in education, includ- ing peer teaching, mentoring, service learning, and community partnerships. Judy Bowers then describes a model partnership, which included the col- laboration of an inner city school, the community surrounding that school, and a local collegiate music educa- tion program to create before and after school music learning opportunities. Observations suggested that the col- laboration was extremely successful.
Burton, S., & Reynolds, A. (2009). Transforming music teacher education through service learn- ing. Journal of Music Teacher Education, 18(2), 18-33. doi: 10.1177/1057083708327872
Suzanne Burton and Alison Reynolds detail their experiences of facilitating service learning partnerships between preservice music educators and region- al orchestras, a Latin American Com- munity Center, and a local elementary school. Strategies and suggestions for successful service learning community partnerships in music teacher prepara- tion are included. This study is also featured in the following article:
Robinson, M. (2009). Strengthening skills and ties through service learning. Teaching Music, 17(3), 60.
Dekaney, E. M., & Cunningham, D. A. (2009). Engaging commu- nity resources for experiencing Brazilian music. Music Educa- tors Journal, 96(2), 50-55. doi: 10.1177/0027432109351809
Elisa Macedo Dekaney, a univer- sity professor of music education, and Deborah Cunningham, a middle school music educator, were inspired by the potential for learning opportu- nities using world music. Thus, they collaborated and planned a middle school choir concert featuring Brazil-
ian music, which doubled as a perfor- mance opportunity for the university’s own Brazilian music ensemble. The collaborative process is described in detail, from planning and preparation to school involvement and logistics.
Hoffman, A. R. (2012). Perform- ing our world: Affirming cul- tural diversity through music education. Music Educators Journal, 98(4), 61-65. doi: 10.1177/0027432112443262
Adria Hoffman, an instrumental music teacher at a predominantly African American populated school, and her colleagues implemented a grant- funded project that sought to affirm the diversity of her school through a collaborative, arts-based approach that included mini-residencies with local community organizations and clini- cians. Results included heightened awareness of the diversity present within the school, appreciation of the differences in cultures, students proudly identifying with their cultures, and students reconstructing their per- ception of otherness.
Reynolds, A. M. (2004). Service- learning in music teacher educa- tion: An overview. Journal of Music Teacher Education, 13(2), 9-17. doi: 10.1177/10570837040130020103
Alison Reynolds has published several articles on service learning in mu- sic teacher education. In this article, Reynolds summarizes service-learning research in general teacher education, gives examples as to how service- learning has been integrated into music and music teacher education, and cites observed benefits for preser- vice educators and other stakeholders. Several recommended resources for service-learning are included.
Other service-learning in music teacher education articles by Reynolds include:
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