‘This Is My Place’: Considering the potential of place-based community music for community well-being and sustainability
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Community music incorporating place-themed activities can be used in inclusive musical activities to build social bonds within specific locations. This assertion is explored by reporting on a Canadian place-themed community music capstone, and considering its potentialities in light of societal issues identified by the United Nations’s sustainable development goals (SDGs). Details are provided of the capstone’s design as a collaborative, co-led participatory concert-lecture on the role of community composers and relational composition. Participant perspectives are discussed through composer Pete Moser’s framework of a sense of place and in relation to well-being and potential applicability to various SDGs. Themes of ‘Affirmation and Celebration of Inclusive Community Music’, ‘Feelings of Safe Participation’, ‘Accomplishment through Relational Composition’ and ‘Community Music Philosophy Challenges’ indicate the joys and complexities of sustainable community music practice. Implications of benefits and challenges experienced in the capstone and future project possibilities are considered, alongside how place-themed approaches might further community education, environmental care and the creation of peaceful, inclusive societies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it