This presentation will discuss empirical findings from an AHRC-sponsored research project designed to explore questions of cultural value in relation to In Harmony-Sistema England (hereafter IHSE). IHSE is a social and music education programme whose approach and philosophy derives from the Venezuelan ‘El Sistema’ model, developed in the 1970s. The model emphasizes intensive ensemble participation, group learning, peer teaching and a commitment to musical learning. In 2009 three pilot IHSE projects were developed in England and in 2011 the programme was extended so that today there are a total of seven IHSE projects operating across England. Of particular interest to the research team, in terms of questions of cultural value, is the fact that that where most approaches to youth-focussed music participation in Britain have, to date, attempted to link music to forms of social good by employing popular music forms, IHSE predominantly uses classical and folk music, adopting a quite systematised learning approach and an orchestral model. This presentation will summarize findings from this research project then, paying particular attention to the ways in which different project stakeholders (from children and parents to teachers and IHSE musicians) understand and figure the forms of value embedded in their IHSE project activities.

 

Dr Mark Rimmer is a Lecturer in Media Studies at the University of East Anglia. His research addresses questions of musical taste, practice and education, alongside a concern with questions of class and cultural distinction. To date, much of his research activity has focussed on community arts initiatives, the working lives of community artists and related cultural policy. He has recently completed two AHRC-funded research projects: an AHRC Research Network exploring community music activity in the UK and a comparative project exploring question of cultural value in relation to three ‘In Harmony-Sistema England’ initiatives.