Bridging universities and Indigenous communities through service learning projects in music

Abstract

This paper discusses the ways in which community service learning projects in music can foster meaningful collaborations between universities and Indigenous communities. Drawing on recent pedagogical literature from the field of community service learning and insights from a three-year partnership between Australian Indigenous musicians at the Winanjjikari Music Centre in Tennant Creek and music students from Queensland Conservatorium Griffith University, it describes how such how service learning projects can facilitate significant intercultural exchanges between students and Indigenous communities. It argues that these partnerships can assist both communities in their cultural activities and provide students with contempormy curricula that transform their understandings of Indigenous culture. As such, it directly addresses the CMA Commission Seminar theme, "Bridging Community Music Environments," by exploring how such services, engagement initiatives and strategies can bridge diverse community music environments and provide important collaborative experiences for all involved.