Community music activity in a refugee camp – student music teachers' practicum experiences

Abstract

This article reports on a study of student music teachers' learning experiences whilst practising their teaching skills in a community music project in a Palestinian refugee camp in Lebanon. I will be discussing findings that relate those experiences to the student teachers' competence development as professional music teachers. In 2010, there were 16 participating student teachers that varied across gender, musical genre and main instrument. Participating student teachers' reflective journals constitute the empirical data of the study. All the student teachers considered the practicum as the most important learning experience throughout their education. A strong personal involvement within the practicum led to learning experiences that can be characterised as existential for the student teachers. The lack of common language and challenges contributed significantly to their understanding of the value of music and musical communication as an integral part of music teaching. The student teachers also reported seeing the value of their work as music teachers more clearly along with experiencing a strengthened confirmation of their being suited for the teaching profession.

Keywords:

• community music
• refugees
• practicum
• professional competence
• professional identity

Notes

1. For more information about the musical material, see Storsve, Westby, and Ruud (2010).