Ho Chi Minh City 23 rd March 2013 SEADOM Congress Background First meeting of schools from SE Asia held in July 2008 but at that stage with a view to establishing an Asiawide network primarily for information and exchange ID: 1018126
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1. SEADOM Overview and DevelopmentsHo Chi Minh City23rd March, 2013SEADOM Congress
2. BackgroundFirst meeting of schools from SE Asia held in July 2008 but at that stage with a view to establishing an Asia-wide network primarily for information and exchangeSubsequent meetings in Singapore (October 2009), Thailand (March 2011) and Malaysia (March 2012) with a sub-group meeting in August 2011 in SingaporeInvited speakers have included James Scott (University of North Texas and NASM Committee member), Johannes Johannsen (AEC President), Richard Vella (NACHTMUS President), Martin Prchal (former AEC Chief Executive)
3. Points of focusIn total, the previous 4 meetings have involved representation from 35 institutions including representation from all ASEAN countriesInitial meetings predominantly about introductions and exploring areas for possible collaborationThe last meeting moved forward to try and give greater definition to future direction with a view to exploring some form of regional recognition and funding support
4. Outcomes from last yearDefinition: SEADOMa network of institutions in Southeast Asia involved in professional music training AimTo promote cooperation at regional level and represent the interests of the professional music training sector in Southeast Asia
5. Proposed SEADOM ObjectivesCelebrate the richness and diversity of music in the region Promote the role and importance of professional music training in Southeast Asian societiesProvide a platform for sharing of expertise, developments and best practices at institutional, national and regional levels
6. SEADOM Objectives IIEncourage exchange and collaborations between institutions and nations Organize an annual conference for its members, encompassing areas of research, music education, composition, ensemble playing, Southeast Asian traditions and performance
7. Proposed SEADOM TopicsSoutheast Asian Music traditionsThe Role Of Research In Professional Music TrainingMusic education (class room teaching and vocal/ instrumental teaching) and its role in general education CompositionOpportunities for music professionals in South East AsiaEnsemble music makingPerformance across a range of diverse genres and culturesImprovisationOral/aural/notational systemsIntellectual Property issuesModes of dissemination
8. The Past 12 monthsDiscussions with SEAMEO about possible network under their auspices / presentation at Mahidol about music in SEAsiaFunding proposal developed with Mahidol which Dr Sugree was able to use to attract funding for upcoming 5 years (November)Meeting in HCM (December) and subsequently Mahidol (January) to prepare for this congress
9. The challenge and opportunities of diversityTraining in performance of repertoire across a range of styles and genres with diverse expectations of prior experience and with a broad range of pedagogies and underpinning philosophies and embracing a variety of instruments and technologiesPrivate, post 16, stand-alone (publicly funded), embedded in universities or in Institutes of EducationCertification from certificates of attendance to DoctorateTraining in composition and improvisationEvolving stylistic insights /general musicianship) both of specialist styles and of broader musical awarenessDeveloping awareness of professional opportunities for musicians – the range is incredibly wide dependent on contextEducating to teach music both as a general subject and with specific focus on individual instrument and/or ensemble development
10. Challenges IIDiversity of study and of qualificationDanger of prioritising value of ‘imported’ styles over indigenous stylesLack of recognition of music as a profession – need for advocacyPotential lack of regional knowledge of opportunities and developments or of opportunities for collaboration or sharing of resourceOpportunities for assuring or evolving quality are quite limitedLack of awareness of regional expertise (leads to a danger of prioritising inter-continental expertise over regional expertise)
11. Learning from the Experience of othersNASM (National Association of Schools of Music)AEC (European Association of Conservatoires)NACHTMUS (National Association of Colleges of Higher Education in Music –Australia)
12. AEC PerspectivesAdvocacy / Transparency / Quality / MobilityPolitical context (international and national):To be seen as an active player in (higher) education in generalTo keep the initiativeTo ask for attention to the specific needs and characteristics of our sectorTo benefit from international cooperation at institutional and individual levels:Benefits for studentsBenefits for teachersBenefits for management staffBenefits for curriculumFinancial benefits
13. NACHTMUS areasSix areas: * Research & Innovation * Learning & Teaching * Policy & Advocacy * People & Professional Development * Communications & Community * Web site
14. Identified areasSoutheast Asian Music traditionsThe Role Of Research In Professional Music TrainingMusic education (class room teaching and vocal/ instrumental teaching) and its role in general education CompositionOpportunities for music professionals in South East AsiaEnsemble music makingPerformance across a range of diverse genres and culturesImprovisationOral/aural/notational systemsIntellectual Property issuesModes of dissemination
15. Proposals for this meetingIdentify SEADOM structureEstablish priorities for next 12 monthsIdentify leaders in relation to key areas as well as establish an executiveFind student, staff and faculty opportunities that give visibility to the organisationCome to know each other better
16. QuestionsThe focus of partnerships: institutional, staff, faculty, students, curriculum?The scope of mission: exclusively tertiary and public / private / also engaging with younger musicians?The diverse nature of resources and points of development: how to make this work for everyone?Engaging beyond the immediate topic area into the broader education environment and to the 21st century world. How much can we do? What should we prioritise?