Conceptualizing New Outcomes
It all begins with an idea.
Orchestras have long been admired for their ability to combine different instruments, harmonies, and melodies to create beautiful music. However, inclusive orchestras that reflect the communities they operate in do more than just make music—they create a space for individuals to come together, foster social unity, and conceptualize new outcomes.
Inclusive orchestras, by definition, are orchestras that promote diversity and inclusion within their ranks. They aim to reflect the demographic fabric of the communities they operate in, including different races, genders, ages, and socio-economic backgrounds (Dobson & Gaunt, 2015). This inclusivity extends beyond the musicians themselves and permeates the entire orchestral operations, from the repertoire and programming to outreach and educational activities.
When orchestras are inclusive, they provide a platform for individuals, both in and out of the orchestra, to engage in a shared cultural experience. This engagement fosters a sense of belonging and community, breaking down social barriers and promoting cross-cultural understanding (Belfiore, 2002).
What would our performance look like if we envisioned an orchestra as a catalyst for social change? By reflecting the community’s diversity, these orchestras challenge traditional norms and provide fresh perspectives, sparking discussions and conceptualizing new outcomes. They provide an opportunity for underrepresented voices to be heard and for different narratives to be shared (O'Neill, 2013).
What excites me about the Tutti Music Collective and our upcoming concerts is community and dialogue, which these performances and rehearsals create. Rehearsal is not a place to establish a moralistic code but rather to enable musicians to honor one another's differences. Music performance is poised to be a safe space for individuals and groups to express conceptualized outcomes (Hess, 2020).
In essence, inclusive orchestras are not just about playing music - they are about creating dialogue, fostering unity, and promoting social change. They serve as a mirror to the community, reflecting its diversity and its potential for growth and development.
Written by Elijah Langille, Conductor
References:
- Dobson, M., & Gaunt, H. (2015). Musical and Social Communication in Expert Orchestral Performance. Music Performance Research, 8, 80-96.
- Belfiore, E. (2002). Art as a means of alleviating social exclusion: Does it really work? A critique of instrumental cultural policies and social impact studies in the UK. International Journal of Cultural Policy, 8(1), 91-106.
- O'Neill, S. (2013). Becoming Musically Encultured: The Role of Music Education in Cultural Identity Formation. In The Oxford Handbook of Music Education, Volume 2. Oxford University Press.