Abstract
The notion of artistic citizenship is of relevance to both music education and music therapy. I suggest that artistic citizenship needs to be performed with both care and craft and that professional practitioners need to promote mutuality and participation in order to nurture it. The argument challenges the assumption that music educators teach to music, while music therapists help people to grow through music. This traditional distinction is less than clear, because any person’s interest in learning music might give new possibilities for participation in a community. A case example illuminates the social-musical journey of a group of learners with intellectual disabilities in a community music school and introduces discussions of the notions that “everyone is an artist” and that “all forms of music-making and musical interactions can be artistic”. Citizenship is understood as the status bestowed to people as members of a broader community, and the risk of ignoring diversity and of developing a romanticised view of community is elucidated. Artistic citizenship requires care to be realised, and care is intricate, sometimes problematic. Possibilities for developing mutual musical care are therefore examined, as well as the need for zooming in and zooming out on micro and macro dimensions of practice.
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Stige, B. (2021). Artistic Citizenship and the Crafting of Mutual Musical Care. In: Holdhus, K., Murphy, R., Espeland, M.I. (eds) Music Education as Craft. Landscapes: the Arts, Aesthetics, and Education, vol 30. Springer, Cham. https://doi.org/10.1007/978-3-030-67704-6_8
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