It has been an interesting couple of weeks in class reflecting on the idea of identity. I found myself beginning to explore the idea of how the discovery of one’s own personal identity can be explored and nurtured through participation in community music activities. In particular I was wondering about how the community I work with, teenagers, is able to form their personal identity in a time of tremendous change in their lives.  How do they find the courage to express their authentic selves when the pressure to conform into a peer group is so intense? How can they find the time and space to process who they are, who they want to be, and how to get there when it seems that our school system is more preoccupied with boosting provincial test scores than creating the structure for them to thrive as whole human beings. As I was skimming “Engaging With Community Music” (Higgins, and Willingham) I found deep resonance with the idea that one’s full and complete participation in community actually comes from a true knowledge and expression of self.

In my music program we operate from of foundation of creating inclusive spaces of belong where all community members can find the opportunity and support to fully reach their individual and collective potential. As we have worked towards that goal it has just simply made sense to help our community members develop a deeper sense of self, to create spaces for the community to reflect on the concept of identity and how they might bring that as a gift to share with the larger community. Operating in this paradigm has meant that as we raise up and empower student leaders we have needed to equip them to be leaders who are interested in doing things WITH the community and not FOR the community. The act of doing things WITH means that all community members participate in the journey of personal and musical growth.  It means that each person is encouraged and empowered to contribute themselves to the community.  In fact the health of the community is actually tied to this deep engagement and contribution of each individual person.  The idea that the success, and health of my music program is set up in a way that requires the exploration and sharing of personal identity was something that I had never purposefully considered.  I have often wondered why over the past 8 years students have referred to our community as a place of deep meaning, belonging, a place of family, and of empowerment.  As I have considered the concept of identity I am beginning to see that part of that reality is due to the necessity of exploring and contributing personal identity. In the act of bearing witness to that in others we have found common ground and purpose.

One of the most important events in our calendar that helps to develop that sense of personal discovery alongside others is our annual music camp called TMC.  It is here that students are able to leave behind the distractions of school, peer groups, work, and family. Students, like us, at times confuse activity with identity and when we strip away activities, and routines we are often in a better state to be able to truly explore the concept of self, purpose, connection, and belonging. Combined with creating shared musical experiences, camp becomes a place of community formation for both new students, and long standing community members.  The picture below is Gary Diggins leading our community through an exploration of the heroic journey.  He facilitated this exploration through the tools of story telling, soundscape creation, and personal reflection.  It was a powerful time of exploring self, and connecting with others. The thought that community music is based on the discovery and sharing of the authentic self with others  caused me to feel a deeper sense of connection to the learning and practice of community music. This photo was from camp last fall.  I plan to write a blog complete with audio interviews from our camp that will take place in a few weeks.