ABSTRACT

Chapter 4 outlines and makes a case for a pedagogy of community-engaged performance tours grounded in constructivist learning theory and experiential learning. The work of Paulo Friere and Maryellen Weimer, among others, informs a discussion of learner-centered teaching and the role of the teacher (i.e., ensemble director) in the tour design and planning process. Connections are drawn between music and culture, and readers are guided through the steps of crafting intended learning outcomes, learning activities, and assessment measures. Reflection, an integral part of experiential learning, should be fostered before, during, and after the tour; readers will find strategies and reflection exercises useful in various contexts.