ABSTRACT
This chapter considers questions of methodology in determining the cultural value of the arts, to argue that research into traditional music in Scotland must address community-based activity and personal experience as well as professional practice. The 1990s saw a rapid growth in participation in the traditional arts, and many groups across Scotland now provide opportunities to learn and play traditional music. However, these contexts have received little scholarly attention, and shifts in policy and funding have constrained the potential of community-based organisations to capitalise on their experience. These issues are examined via a case study of Glasgow Fiddle Workshop, drawing on data from extensive fieldwork. The organisation has played a significant role in ‘opening up the doors’ for learners, nurturing the careers of tutors, promoting events, contributing to local culture, and as part of wider networks. It not only offers an example of such groups as rich repositories of music making, but also supports the author’s case for a better understanding of the learning and teaching of traditional music in terms of cultural value, and the mobilisation of commitment and skills to better sustain and grow musicians and their communities.
