Book Description
This study hovers around one central problem: the struggle between structured and unstructured learning models in education, the creative arts and community building. In this research study, I sought to outline how an alternative music education site, such as a musical playground can positively impact creative expression, music education, and community. An instrumental case study was conducted on the Music Box Village (MBV) in New Orleans, Louisiana as run by the collective and not-for-profit organization, The New Orleans Airlift. Through interviewing over 20 related stakeholders, observing grade four students playing for three consecutive days in the space, and analysis of secondary data, I learned that a musical playground itself can act as a co-composer (Morgan, 1980), a third teacher (Gandini, 1998), and a conduit for social change. The MBV is a stage for creative expression, supporting exploration, improvisation and composition through its aesthetics and design. The post-modern space celebrates rebellion in music, while honouring New Orleans tradition at the same time. As a music education environment, the MBV celebrates free play, physical and musical risk, and unstructured learning models. MBV embraces the tenets of community music (Higgins, 2012) in that it is a space outside of traditional music education which coalesces the New Orleans Bywater neighbourhood in the Upper Ninth Ward. A meta-theme of radical collaboration emerged, which was prevalent in many of the working relationships fostered by the New Orleans Airlift organization, who founded and run the MBV. An exemplar for this model is explored, as well as educational curricular development ideas. Keywords: architecture, community, community music, design, experiential learning, experimental music, free play, mechanical music, music, music education.
