What can the Welsh school music sector learn from the community music movement?

Research output: Contribution to journalArticlepeer-review


This article draws on theories of creative development articulated by Sawyer and Green as well as reflecting upon data from case studies of projects run in Wales with community ensembles Wonderbrass, South Wales Intercultural Community Arts and London-based Kinetica Bloco. It proposes a model of learning for music education in Wales that promotes active creative participation and fosters the speaking of a musical language rather than simply the reading of it. In the context of Welsh Government’s recent education review, the article advocates a music policy of creative engagement, with musical materials that go beyond the pedagogy of imitation. Here I propose a creative engagement method that empow- ers participants to interact with musical materials by creating their own musical statements within a musical style or language, whether through extemporization, improvisation or composition.
Original languageEnglish
Article number4
Pages (from-to)55-70
Number of pages16
JournalJournal of Popular Music Education
Issue number1
Publication statusPublished - 30 Apr 2022


  • Welsh music education
  • non-formal music education
  • community music
  • creative participation
  • improvisation
  • musical participation
  • inclusive musical structures


Dive into the research topics of 'What can the Welsh school music sector learn from the community music movement?'. Together they form a unique fingerprint.

Cite this