Volunteering for democracy in Nepali extracurricular music education

Abstract

With music lessons absent from many school curricula, and private tuition often out of financial reach for many families, many Nepali children and young people access music education through projects led by voluntary teachers.

In this research report, I communicate the findings of a case study on Nepali music teachers volunteering their time and skills to work in extracurricular music programs. For the purpose of this study, I understood these teachers’ work as a form of activism. Teaching artists discussed in this study volunteer their time to teach music to the children. In collaboration with the school, project described in this study also negotiated free tuition to the students that are in need. Music thus served as a bridge creating opportunities for children not just to learn music but have access on education.

The data of this study consists of teacher interviews. The reflections of the researcher, who has been also part of the project, are included in the data as well. The data revealed various challenges along with possible solutions that the teachers experienced. Several things affected on the motivation of the teachers: instrument unavailability and challenges in making short and long term plans were some of the main problems that stood out from the interviews. Almost none of the teachers is formally trained, but started to work after having experience as a musician. They felt discouraged, while lessons would not give the desired results. However these issues encouraged teachers apply new approaches to the music lessons. The unavailability of instruments supported teacher’s creativity. Also the approaches established during the process, gave more room for children to work with each other. In other words, when teachers faced unexpected situations, it drove them to learn something new themselves.

The study has given direction towards how teachers belief in teaching could foster the wellbeing of self and make an impact on the society outside classrooms. The profession of a teacher is a commitment and teacher training is a necessity in the majority world like ours. Still, very few consider teaching as a profession. The values that teaching produces is neglected as understanding of the core values of teaching is still greatly lacking. Applying creative approaches to make sense of teaching is a key to professionalism. Therefore, training of teachers who are capable of working creatively in various learning environments is crucial considering the impact that they make in the society.