Construcción conceptual de la juventud como categoría social

‘Say what they may, all of my friends were there. Not just my friends, but their best friends too’ ‘All of My Friends Were There’, Ray Davies

Students were asked to comment on the role and nature of ‘community’ in music studies at the university. The discussions were wide ranging. Participants identified different notions and levels of community in the several locations where music was delivered. Perceptions and descriptions of ‘community’ were

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varied. Some decided there was in fact no community and others observed that, despite the existence of music communities, they did not feel part of them. The Kindred facility was identified by some participants as a music community. Alex described the space as:

‘Having other (non-Victoria University) musicians and industry around you at Kindred is beneficial and it’s nice to interact and form bonds with like-minded people and create a good vibe.’

Emma thought that:

‘Everyone here at Kindred is into music and is friendly. It’s just one big music community. (Whether from) University, Kindred, everyone comes here for one reason – music. That creates the community.’

Gordon believed everyone who used the Kindred space were close ‘like a musical family’. You feel comfortable because you know everyone’. Others believed the space operated as a community because new friendships developed through music, gigs and other music activities were always being organised and there was ‘always something (music related) going on. Caitlin compared the ‘Kindred community’ to studying at Footscray Nicholson where she claimed there was a ‘different vibe too much like university.’

Music education students agreed they had created their own community within the larger university and education community. Belinda described her experience:

‘I’m friends with others (studying music) not just at university but outside of university. In ensemble groups you get to know each other pretty well. This type of community isn’t the same in other areas of the university.’

Students felt that ensemble classes promoted the feeling of being in a ‘little family’. Belinda smiled as she described her and her fellow music students walking to (music) class with instruments draped over shoulders. It was ‘really cool feeling part of that group’. Fabien declared:

‘I’ve definitely felt part of a community (studying music at Victoria University). I knew all the other students and all the other teachers. We were really all mates.’

134 Ben declared the music department was:

‘A community where we helped each other to achieve. Groups of people hung out between classes and there was a student lounge which was always full.’

Helena observed that the community spirit in the department meant that students from different year levels came to know one another and form friendships. Dylan said that the community atmosphere helped him feel close to the teachers and to see them as mentors rather than as hierarchical figures. Effie fondly remembered the music department as:

‘A community based on people, not skills and competition. I wanted to come to class, stay back and spend time with those people. I wanted to engage with people, try different things. Friendship was definitely important. This happened between classes, sharing challenges, working for recitals where you would get to know people better. You were often there five days a week and being required to be there that amount of time fostered much of this feeling. It worked really well because everyone knew everyone else. The expectations of study were different – it was more personal. When people left, the community was affected – they noticed.’

Kyrie recalled a senior student who used to make lunch every day for everyone in the student lounge:

‘We had a very good community. We ate together and got along, had things in common and cheered each other on.’

Dylan agreed saying:

‘Absolutely there was a music community and it was a better community than I’d been part of previously.’

Andrew observed that it was easier to create and maintain a community because most of his fellow students had studied together for so long. He recalled:

‘Everyone would stay around and chat together. We had a student lounge and we could get to know each other and had a chance to

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actually develop a community. Even though we were all busy there was a community atmosphere and an acceptance of each other despite differences.’

In contrast, other participants considered that there had only been limited notions of community. Alex enjoyed studying at Kindred but viewed his study experience as a series of friendships rather than a community per se. He thought Kindred might become a strong community as time went on. Djava declared that the TAFE music course could have been a much better community because the first and second years did not mix together. Harry was somewhat despondent in observing that:

‘Sometimes there feels like there is a community when people put in but not often. If everyone is bummed, everyone gets more bummed…’

Bridie thought that students did not take advantage of the ‘Kindred community’. She observed that many students did not speak to people who were not part of music courses and felt that there should be more communication between courses and outside of courses. Alex and Isabelle agreed with these observations and felt that more efforts could made by ‘teachers and the university’ to create more of a ‘community vibe’.

George had been caught up in the closure of the Sunbury campus and lamented that there was now no community of music at Victoria University because:

‘We left Sunbury and then had no real facilities and we were split between Kindred and Footscray Nicholson. It was like is ‘do we even have a music department anymore?’

Graham was adamant there was no community (studying music at the St Albans campus) because being in a community meant seeing people out of university and forming closer friendships. He claimed:

‘People are here to get their degree and get out of here. It would be good if there was more of a community – but university is always changing, people change and move on.’

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Elle thought at first music at St Albans might be a ‘tiny community’, but then reconsidered remarking:

‘We’re not really a community - more like a class only. It’s about connectedness and I don’t feel part of a community, if there is one…’ Alana observed:

‘The people doing music in education and arts know each other but I didn’t know music existed until I started studying it and had not heard anything about it. It seems to be really swept under the rug in a way. It’s all a bit hidden.’

Some participants observed that they felt disenfranchised from music communities at university. Finn recounted a story of travelling to class, sitting for two hours and leaving without having spoken to any other student. Jordan recalled that he would finish class and not really interact with other students. Helena said that sometimes she didn’t feel part of the community.

Many students defined music experiences at Victoria University as spaces and places characterised by friendship, support, fun and communal activities. Participants defined music communities as contexts where like-minded people came together to create and use these spaces and places. Other participants had different perspectives and did not consider music study as being a part of a community. Some agreed that music communities did exist but felt isolated or excluded from them.