Social change through Babumba and Beethoven

Social change through Babumba and Beethoven — musical educational ideals of El Sistema
Social change through Babumba and Beethoven

— musical educational ideals of El Sistema
Åsa Bergman, Monica Lindgren
Introduction
The idea that music can serve as a resource for human and social development has at-
tracted the attention of researchers in several musicological fields in recent decades.
While music sociologists underscore the potential of music to serve as a resource in
terms of organising social life and creating identity (DeNora, 2000; Frith, 1996a), music
psychologists have demonstrated its ability to generate physical energy and emotional
response in the listener, as well as how music can function as a health promotion re-
source (Juslin and Sloboda, 2001; Ruud, 2010). In addition, music education researchers
have highlighted the potential for music to develop democracy (Woodford, 2005; Gould,
2008).
The fact that music can serve as a social tool is also the starting point for the El Siste-
ma choir and orchestra school in Gothenburg, Sweden, which like other El Sistema pro-
grammes that have emerged around the world in recent years, is based on a Venezuelan
model developed in the 1970s (Hollinger, 2006; Allan et al., 2010; Majno, 2012; Tunstall,
2012). While the overarching objective in Venezuela is to combat poverty patterns, El
Sistema in Sweden and specifically Gothenburg focuses on breaking the typical segrega-
tion patterns found in metropolitan regions and the related social exclusion (Beach and
Sernhede, 2013). The programmes in both Venezuela and Gothenburg are based on the
concept that music and music-making have the potential for both individual and com-
munity development, and one of the goals is to make Western art music accessible to
all citizens. In relation to how Swedish music education practices in recent decades has
been dominated by Anglo-American popular music (Bergman, 2009; Georgii-Hemming
and Westvall, 2010; Ericsson and Lindgren, 2010), we find this program on behalf of its
focus upon Western art music as interesting to analyse. Our interest focuses on how the
music of El Sistema in Gothenburg is designed as a tool for social and human develop-
ment, and its relationship to discourses surrounding music. According to research stud-
ies, the legitimisation of popular music in school and Community school of music and art
is supported by discourses concerning beliefs about the musical preferences of children
and young people (Holmberg, 2010; Lindgren and Ericsson, 2010). Against this back-
Svensk tidskrift för musikforskning – Swedish Journal of Music Research, vol. 96:2 (2014), pp. 43-58.
© The author and the publisher Svenska samfundet för musikforskning 2014. All rights reserved.
Svensk tidskrift för musikforskning – Swedish Journal of Music Research, vol. 96:2–2014 43
ground, posing questions relating to how music is legitimised within the framework of
El Sistema is of interest from both a music education and musicological perspective. The
purpose of this article is to explore how representatives of the El Sistema choir and orches-
tra school legitimise music and the function of music, in relation to ideas and traditions
about music and music education. Furthermore, the article aims at discussing the results in
relation to theories of late modernity.
The first El Sistema programme in Sweden began in 2010 in Gothenburg as a col-
laborative project between the Community School of Music and Art in Angered and the
Gothenburg Symphony Orchestra (GSO). The programme has gradually expanded since
the fall of 2011 and as of the 2013-2014 academic year, it is offered in all Gothenburg
neighbourhoods and in several other major Swedish cities. Based on the idea that mu-
sical and human development go hand in hand, and with the belief that high musical
quality is created through strong social cohesion, El Sistema offers education through
orchestra and choir participation three to five times a week. To realise the vision that
music helps children to develop both musically and socially, El Sistema works with
achievable objectives and role models. Older children serve as role models for younger
children and all participants also have the opportunity to regularly meet musicians from
the GSO. By meeting these musicians, children gain early contact with professional role
models, as well as access to the musical space or context of the Concert Hall.
Background
The idea that music can serve as a means to challenge the asymmetric structure of so-
cietal power was neither new nor unique when El Sistema started up in the 1970s. For
example, within the Cultural Studies tradition, music has been discussed as a means of
resistance against social hegemonies (Hall and Jefferson, 2006; Sernhede and Söderman,
2013). A similar approach can be found in the more practice-oriented Community Music
movement, which in turn seems to incorporate marginalised groups in the local commu-
nity by offering participation in various music-related activities (Higgins, 2012; Veblen
et al., 2013). In the Swedish context, the adult education movement during the late 19th
and early 20th centuries is cited as another example of how music, specifically classical
music, has been used to develop the individual and create a more democratic society
(Edström, 1997; Rydbeck, 1997; Öhrström, 1997). The idea of the educational potential of
music was also central when the School of Music and Art were established in Sweden in
the 1940s (Persson, 2001).
Considering how music was used in the 19th-century adult education movement, the
idea of prioritising Western art music to promote human and social development is not
new either. However, it is interesting that El Sistema prioritises the symphony orchestra
44 Svensk tidskrift för musikforskning – Swedish Journal of Music Research, vol. 96:2–2014
repertoires in relation to the weakened position of Western art music (McDonald, 2010;
Botstein, 2013), and how both institutional and voluntary music education practition-
ers in Sweden the recent decades, have been dominated by a rock hegemony (Bergman,
2009; Georgii-Hemming and Westvall, 2010; Lindgren and Ericsson, 2010). A study of
Swedish schools of the arts by Holmberg (2010) also addresses the legitimacy problems
associated with adaptation to the market of what was once a strong educational tradi-
tion in municipal music schools. Among other things, these developments have resulted
in prioritisation.
Theoretical and methodological approaches

The theoretical starting point of this article is social constructionist (Burr, 2003), which
entails a repudiation of an essentialist view of both identity and knowledge. Instead,
emphasis is placed on underscoring and challenging established truths, how knowledge
and meaning are constituted through language, the discursive patterns they form and
how language at the micro level relates to collectively constructed discourses (Foucault,
1970/1993). Inspired by Foucault, we also construct a power perspective based on an
understanding of power and knowledge as closely linked. This further implies that our
interest is aimed at both productive aspects of power as well as the effects and exercise
of power (Foucault, 1980). The need for a critical review of El Sistema, given the aspira-
tion of the programme to achieve goals on a societal level, has been discussed in general
terms in a previous article (Bergman and Lindgren, 2014 ). In the present article, how-
ever, the power perspective serves more as a starting point in the analysis of empirical
data.
In our effort to contextualise the El Sistema programme, we also linked social and cul-
tural theories to the theoretical framework. A starting point here is that the late modern
society’s dissolution of tradition has placed greater responsibility on the individual to
navigate among various lifestyle choices and reflexively relate to personal subjectivity
(Giddens, 1991; Ziehe, 1993, 2004). According to Ziehe (2004), this dissolution of tradi-
tion has also meant that the aesthetic norms, which previously maintained a dichotomy
between high and low culture, have been substantially weakened and that everyday
culture has been dominated by popular culture (see also Edström, 2008, pp. 227-229).
Another consequence has been the weakening of knowledge hierarchies, and that the
previous cultural and theoretical heritage is no longer accepted as self-evident, thereby
weakening the position of cultural institutions in society.
Yet, despite the weakening of aesthetic norms and the change in the ideal of knowl-
edge resulting from the dissolution of tradition in late modernity, their roles have not yet
been completely exhausted. For example, studies show that people relate to and help re-
produce existing discourses in the form of culturally and historically constructed norms
and dichotomies with respect to aesthetics, such as when reviews based on taste are
negotiated in discussions about music (Frith, 1996b; Bjurström, 1997; Bergman, 2009).
The methodological approach is ethnographic and a collection of material began in
2011. The empirical study can be likened to an ongoing process that, thanks to con-
tinued dialogue with programme representatives, also takes into account how the pro-
gramme changes and evolves. To date, the material consists of interviews with opera-
tional leaders, municipal officials, musicians, GSO management, and El Sistema teachers.
Field notes have also been gathered from rehearsals, family gatherings and concerts, as
well as from conferences and seminars at which the programme has been discussed. The
material also includes official documents posted on the website1 and documentary foot-
age. The ethnographic approach also encompasses the aspiration to incorporate first-
hand experiences by studying the programme as it occurs in order to subsequently relate
interview statements and official documents to each other (Hammersley and Atkinson,
1995). Experiences from one of our previous studies (Bergman, 2009) shows the benefits
of combining various methods since this makes it possible to note any contradictions
between what is expressed and what is actually ‘done’. As in other ethnographic studies,
it is important to reflect upon the relationship between researchers and field participants
(Hammersley and Atkinson, 1995).
The analysis has focused on investigating the empirical material in relation to ideas
and traditions about music and the role of music in the educational context. Initial
analysis of the material on a global level focused on identifying the dominant assump-
tions, as well as on potential contradictions between various ideas in order to identify
what might be at stake for the various participants (Parker, 1999). On the macro level we
have connected the analysis to modern theories of society (Ziehe, 2004) and Foucault’s
(1972/1986) genealogical method. But since the empirical material concerns activi-
ties at the micro level and encompasses interactive human actions, the analysis is also
characterised by a narrower and more action-focused discourse-analysis perspective,
focusing on the rhetorical organisation of language (Edwards and Potter, 1992). One
starting point here is that people construct meaning by referring to both global and local
discourses, and that through their actions they also help to create and sustain discourses
(Ericsson and Lindgren, 2011).
Three different ways of legitimising music will be highlighted and discussed in the
following. The first way, Music with the power to unite, focuses on how music is con-
structed as a tool in order to create an open society where all humans possibly might be
1 www.elsistema.se
included. The second way, Music to provide individual development, concerns how music
and knowledge about music are constructed as a device for individual development in
relation to aesthetical ideals formulated during the 19th century. Finally, Music as a social
ladder, deals with the way music is constructed as a bridge between the suburbs and the
city centre in order to reduce societal power structures.
Music with the power to unite

The El Sistema programme is legitimised, both by teachers and leaders, in relation to
the overarching aspiration to achieve an intercultural dialogue in which individuals from
diverse backgrounds establish contact with each other and work to achieve a less seg-
regated society. In the following quote, this rhetoric is constructed around a symbolism
representing the orchestra as a society in miniature:
We would like to use classical music because an orchestra is a small social community where
I become good when my friend stays focused and if I stay focused my friend becomes good.
Everything is interconnected, which makes it interesting to grow and it is interesting to improve
at playing my instrument as well. But we’ve also added a lot, like folk music and personal
creativity so these are the three cornerstones on which we build everything: notes, listening
and personal creativity. (Interview with operational leader)
This quote illustrates the idea that musical and social development go hand in hand
and that classical music presents an opportunity to make music, which in turn pro-
motes the ability to cooperate. However, the music that is performed is of secondary
importance in this quote. But in practice both arranged symphony orchestra pieces
from the Western art music repertoire, folk music and specially composed songs rooted
in traditional melodies are performed. Much of the repertoire, particularly the specially
composed music, is common to all El Sistema schools in Gothenburg in order to facilitate
encounters across neighbourhood boundaries in the hopes of increasing understanding
among children from different sociocultural backgrounds. One example of this is the
song Babumba, which has become a signature piece for El Sistema in Gothenburg.2 The
song, which refers to West African music culture in both melody and text and thereby
signals an inclusive approach, is often included at concerts. The song has been written in
both choral and orchestral versions and has been performed together with the GSO. The
text of the specially composed pieces often emphasises community and belonging. For
example, lines of text include ‘We are El Sistema’, ‘Everyone is cool, here at our school’,
and ‘Would you like to be part of our gang? Come on over and we’ll just hang’. The song
‘Side by Side’, which expresses the theme that everyone is equal and that together we
2 Sheet music to the song Babumba can be found at www.elsistema.se/?page_id=345
are strong, also highlights belonging within the El Sistema community to which the chil-
dren, their families, educators, and musicians all are meant to belong.
The priority given to playing in an orchestra and singing in a choir is further legiti-
mised because they present the opportunity for many people to participate, and are
based on the principle that the greater the number of participants the better the poten-
tial results. The Director of the GSO also underscores collaboration and cohesion when
she highlights the importance of creating a strong wind section, rather than promoting
individual soloists. She compares the situation with certain sports organisations, which
sort out children as early as age seven, playing the stars on the team while keeping oth-
ers on the bench, noting that the point of departure for El Sistema is just the opposite:
... the social perspective, access for everyone, not turning anyone away, and not starting to
sort people out and all that. Instead, here, there’s room in the boat for everyone. Because it’s
extremely strong in Venezuela. No one is ever turned away once they have been accepted to El
Sistema. (Interview with the Director of GSO)
This quote illustrates the idea of social inclusion because everyone has access to the
activity. The way that the quote focuses on the social objectives and the rhetoric of how
the boat has room for everyone can be interpreted as a rhetorical answer to how stu-
dents at schools of the arts — in terms of their parents’ socioeconomic situation, level of
education and previous musical training — are a relatively homogeneous group. This can
be related to a study that showed the significance of ethnic background for the extent
to which parents register their children for the music programme at a school of the arts
(Hovfander Trulsson, 2010). According to the operational leaders, by translating infor-
mation into various languages El Sistema makes a conscious effort to reach a broader
group of students with respect to ethnicity than what was accomplished by the school
of the arts in the same area in the past. One aspect of the quote that is worth highlight-
ing is the idea that all students should be kept in the activity, at any price. This can also
be viewed as analogous to the perceived dilemma of the school of the arts, where the
rhetoric focuses on adapting the musical repertoire to popular music in order to capture
those students who would otherwise drop out (Holmberg, 2010). In other words, even
here the aim is to ensure that students continue to participate in the programme for as
long as possible. This concept appears to be a guiding principal for both El Sistema and
schools of the arts in general, which may seem remarkable in light of the activities of
voluntary schools.
As playing in a symphony orchestra and singing in a choir are the prioritised forms of
music-making, it may seem uncontroversial that the official rhetoric focuses on the aspi-
ration to teach the children to play Western art music. However, the path to achieve this
goal — the repertoire that best prepares the children — may vary. To sum up the ideal in
the following quote, a programme should start where the children currently are in terms
of music and build from there:
They play many songs, short songs they have written themselves, taking inspiration from the
different nationalities. You sneak in the theme, they’re working on the theme from Beethoven’s
9th, this Ode to Joy, and now it was Dvorak, I just heard Dvorak’s 9th there, the New World
Symphony … they sneak it in slowly. Because it’s supposed to be classical music. Eventually.
(Interview with the Director of GSO)
The quote illustrates how musical genres are arranged in a hierarchy so that famous
major classical works are given priority over songs and other types of music. The state-
ment is also based on the idea that children are not initially receptive to classical music,
but that this music must be gradually introduced. Another approach to the musical de-
velopment of children towards playing symphony orchestra music is to emphasise classi-
cal training as more suitable for beginners than the specially written repertoire. In some
cases, the song Babumba, which is often included in joint concerts, is mentioned as an
example of songs that actually hinder rather than promote development as an instru-
mentalist because of its technical complexity. It can be concluded that there is a lack of
consensus over which repertoire is best suited for El Sistema. One way to understand this
rhetoric concerning repertoire is through two different discourses on learning: state-
ments about the repertoire can be linked to both a creative child-centred discourse and
a music-centred educational discourse (Lindgren and Bergman, 2014).
Music to provide individual development

In addition to the potential of orchestral and choir music for developing children’s so-
cial skills, El Sistema’s website also notes how music can serve as a personal develop-
ment tool, describing its vision to ‘help to develop and create positive social change in
children’s lives’.3 This aspect is also mentioned in an interview with conductor Gustavo
Dudamel:
El Sistema is no musician factory. It isn’t a conservatory like all the others. What it does do, and
what is most important in all of this, is to create better citizens. Because ... empathy, solidarity
with others, discipline are difficult. They use all of this later in their daily lives too. (Interview
with Dudamel) 4
3 www.elsistema.se/?page_id=977
4 Gustavo Dudamel received his own musical education through El Sistema in Venezuela, and as principal
conductor of the GSO at the time that El Sistema was established in Gothenburg, he has been described as an
important source of inspiration. The interview with Gustavo Dudamel is included in a film clip that is part of a
series of short films about El Sistema by Sergio Joselovsky, which was made with the support of Region Väs-
tra Götaland’s Cultural Affairs Secretariat, Angered School of the Arts, the Gothenburg Symphony Orchestra,
and El Sistema, Gothenburg. It is available at: www.youtube.com/watch?v=UWQtwBB76c4 as on www.elsis-
tema.se
In the discussion here about how the most important aspect of El Sistema is to create
better citizens, we see how such a citizen is designed through concepts such as empathy,
a sense of belonging to the orchestra and strict discipline. As described in the above
quote, not only do these skills create good citizens, but they also benefit the individuals
as a resource in their daily lives.
A great many similarities can be found between Dudamel’s description of the poten-
tial of music for individual development, like the portrayal of El Sistema in the official
rhetoric as a tool for social and personal development, and the aesthetic values on which
the adult education movement in Sweden was based in the late 19th and early 20th
centuries. Arbetarinstitutet, an adult education organisation dating from the late 19th
century, and rooted in the idea that all people regardless of class or occupation can be
educated, offered educational opportunities to urban workers in Sweden’s metropolitan
areas (Rydbeck, 1997). The overarching objective of this organisation for adult education
was to impart scientific, humanistic and aesthetic knowledge in the hopes of improving
health and quality of life, as well as hindering workers from engaging in immoral acts.
A link between education and improved quality of life in terms of better health was also
pointed out by a district administrator interviewed for this study. He expresses his hope
that El Sistema would help raise the number of passing grades and improve living stand-
ards among the residents in the suburb that he represents. He also describes the average
life expectancy in his neighbourhood as being eight to nine years lower than in more
affluent neighbourhoods:
We have two main goals in this neighborhood, that students should earn more passing grades
and we believe that all the efforts we are making will contribute to this, but we also have to
improve health ... It would be great if El Sistema could serve as a tool or method to help achieve
these goals because then more passing grades and everything else will follow. Then again,
maybe health is most important. (Interview with district administrator)
Yet, another similarity between El Sistema and the efforts to promote adult education
in the 19th century is that both were established during a time of social structural up-
heaval and in response to problems related to them. While the adult education campaign
was directed towards a growing working class, El Sistema was founded on an ambition to
break the segregation patterns typically found in Swedish urban regions, which can also
be compared with the structural upheaval in Swedish society of the 1990s. The aesthetic
schooling in the context of the 19th-century adult education movement consisted of
music belonging to the bourgeois music tradition, which was imparted by means of pub-
lic concerts and music history lectures (Öhrström, 1997). This approach was legitimised
by referring to the inherent qualities of music and its emotional and religious reverbera-
tions (Edström, 1997). The similarity between the legitimisation of music more than 100
years ago and the role of music in El Sistema, as related in the following quote, is strik-
ing:
Nothing is more important than experiencing beauty. And this right should belong to everyone,
especially the new generations. By this I mean the opportunity to get a good education, good
living conditions, and also to feel inspiration, to experience art as such. To be allowed to enjoy
the arts to the fullest. But the most important insight is to realise that everything you do, from
the simplest to the most difficult, must be done with a spirit of dedication and love. Because
that is the only way to achieve success in life. Success does not mean fame and relates to more
than just social position. Success is achieving happiness and experiencing a rich and full life.
(Interview with Dudamel) 5
The discussion here about the human right ‘to experience beauty’ and ‘be allowed to
enjoy the arts to the fullest’ can be linked with the aesthetic ideal that we recognise
the 19th-century bourgeois musical tradition in which music was considered to foster
culture and promote personal growth. In this context, culture refers to applying con-
templation to achieve an understanding of music, especially the inherent meaning of
autonomous instrumental music that was assumed to be achieved through silent and fo-
cused listening (Dahlhaus, 1989, p. 50; Edström, 2008, pp. 84-88). The following quote,
in which the Director of GSO refers to an event that took place when the children were
invited to listen to the Symphony rehearse Mahler’s Sixth Symphony under the baton of
Dudamel, illustrates how the bourgeois cultural heritage can be recognised in El Sistema,
both through the demand for focused listening and the portrayal of symphonic music as
possessing strong emotions:
I also heard an incredible story about a guy who had a really messed up background who was
extremely disruptive and acted out and ... he came along and caused a bit of a ruckus in the
group at first ... . He was just blown away when he heard the orchestra and started to conduct
... and this leads me to believe that the music we represent is so emotionally charged that it
goes straight to the heart. I believe this as well ... that through this emotional high ... well I think
that’s important. (Interview with the Director of GSO)
In the rhetoric of El Sistema it is not uncommon to use narratives such as the one
in the above quote. Narratives about children who, with the help of El Sistema and the
music they encounter there, undergo strong growth and gain a legitimising function in
the process of running and maintaining the programme. The idea that both aesthetic
discourses and the concept that music education can promote individual development
linked to 19th-century bourgeois culture, as touched on in El Sistema, may seem remark-
able in the perspective of the dissolution of tradition described as characterising late
modernity (Ziehe, 2004). However, given how the focus on Western art music and refer-
ences to the 19th-century aesthetic ideals break with the Anglo-American popular he-
5 See: www.youtube.com/watch?v=UWQtwBB76c4
gemony, which has been described as having a strong influence on music education both
at schools of the arts (Holmberg, 2010) and in public schools (Bergman, 2009; Lindgren
and Ericsson, 2011), El Sistema may just as well be considered to be a progressive force.
Especially in light of the mission statement on which the concept is based, El Sistema
could possibly be viewed as a response to the openness and uncertainty of what aes-
thetic ideals have been described as typical of late modernity (Ziehe, 1993).
Another notion about music that relates to El Sistema is the idea that Western art
music, considering how widespread it is, can eradicate the boundaries that create barri-
ers that impede people’s ability to meet:
The universal language of music can break through all boundaries. Simply put, to us music is life
itself. ... Music is a way to relate to others. Playing in an orchestra or singing in a choir is a way
to relate to others while retaining one’s own identity. You are still an individual, but just as in
the rest of society, there are certain rules which you must understand and observe. (Interview
with GSO musician) 6
The way that the quote above refers to music as a universal language can be viewed
in relation to discourses on music that have been highlighted and addressed by music
ethnologists and music anthropologists. That is to say, discourses that declare that music
has common denominators, regardless of the music culture or social context in which it
was written, and that all humans are basically the same biologically and therefore have
the ability to understand music in a similar way, regardless of the cultural context from
which they come (Nettl, 1983, pp. 36-38). The idea that the musician above highlights
the ability for music to tear down barriers, without specifying the kind of music to which
they are referring, can also be set in relation to the idea that universal music, according
to Nettl, refers to the ability of Western art music to unilaterally and without problems
be understood as the ‘true’ music and be viewed as the given point of reference to which
other music relates (ibid., p. 36). Yet, another way to understand the discussion of music
as a universal language in the quote above is to put it in relation to 19th-century musi-
cal aesthetic discourses, which held that music can express what is impossible to express
verbally and for which no words can be found, for which reason music was proposed to
be superior to speech and written language (Dahlhaus, 1989, p. 90). Along with the no-
tions about music as a work of art, the autonomy of instrumental music and the value
of listening to music in a structured and focused manner, the idea concerning the ability
of autonomous instrumental music to express what cannot be spoken, also provided the
notion about the ability of instrumental music to create a spiritual experience for the
listener (Edström, 2008, pp. 123-124).
6 One of the GSO musicians is interviewed in the movie El Sistema tillsammans med Göteborgs symfoniker [El
Sistema together with the the Gothenburg Symphony Orchestra].
It can be viewed at: www.youtube.com/watch?v=X-YPf0bgUSE
Music as a social ladder

The ambivalence concerning the position of Western art music in late modern society
can also be viewed in relation to how El Sistema is legitimised in the context of a cul-
tural and economic elite power structure, whose support is described as crucial for the
survival of the programme. One of the interviewed municipal officials who was involved
in the establishment of the Friends of El Sistema association, a nonprofit organisation to
promote development of the programme in Gothenburg, stresses the importance of in-
volving ‘old men with large networks in financially important circles’, while also ensuring
development of the pedagogical concept:
El Sistema provides leverage for the local schools of the arts, bringing them to a level where
the old head of the opera would be willing to serve on a board like this, or an old concert hall
director would be willing to serve as chairperson. ... If that’s what you find, bring what is hap-
pening out there to a more established level or into the community that makes me feel like
it’s something important. It would not have been as easy to get old Volvo directors involved in
hip-hop; it just isn’t that simple. In this case, we’re dealing with an encounter of cultural views
and experiences in a different way, one that we can experiment with. (Interview with municipal
official)
This meeting of cultural views between former Volvo and concert hall directors and
El Sistema, such as it was put forth in the quote above, could not have taken place if
the programme had been rooted in the hip-hop culture. Rather, the consensus concern-
ing culture is based on El Sistema’s link to the Western art music tradition, and possibly
to the collaboration with the GSO. The idea that it is simpler to involve the actors who
make it possible to ‘raise the level of what is happening out there, to a more well-estab-
lished level or into the community’ also means that maintenance of existing social power
structures is a necessity for the programme, which might seem contradictory in relation
to the earlier discussion about ‘room in the boat for everyone’ and El Sistema’s aspira-
tions to promote democracy.
The use of hip-hop as the opposite pole in the quote above is also interesting given
how in other contexts involving grassroots movements and researchers, hip-hop music
culture has been singled out as a means of articulating opposition to social injustice
from a marginalised position. This is similar to how the expression of hip-hop has been
likened to a gateway to the social community for young people who experience aliena-
tion in relation to society at large (Beach and Sernhede, 2013; Sernhede and Söderman,
2013).7
7 Pantrarna and Megafonen, based in Gothenburg and Malmö, and Stockholm, respectively, are two examples
of grassroots movements that organise young people in the suburbs in the struggle for social justice
(pantrarna.wordpress.com ; megafonen.com).
When the Director of the GSO discusses the role of the orchestra and the Concert Hall
in promoting the overarching goal of countering segregation and social alienation, she
does so explicitly from her position of cultural legitimacy and status:
And of course as an institution we can lend status to this movement, and strengthen it. Because
we have the power structures in society on our side, so to say, and an institution like ours
carries a lot of weight. And of course we feel this has been of help, especially at the beginning
when the project was getting started; at that point it was extremely important for us to
participate for that very reason ... . Ultimately as an institution like this we can build bridges
... for real. We’ve extended a bridge out to Hammarkullen, and now we hope to build a bridge
to Hisingen and then to Northeast Gothenburg. A bridge between city centre and suburb.
(Interview with the Director of GSO)
The bridge metaphor to which the Director refers when discussing how the GSO as an
institution can work to counteract societal power structures is interesting given its ref-
erence to a horizontal movement. A bridge usually links two points at the same level and
can therefore be likened to the idea of music as a universal language uniting biologically
equal humans, standing at the same social level (Nettl, 1983). However, symbolically
crossing the bridge that the Director states has been extended to Hammarkullen and
now wants to extend to Hisingen and Northeast Gothenburg is not enough for integra-
tion to take place. As the next quote shows, individuals must also formulate dreams and
be prepared to work hard to achieve them in order to cross the bridge to the other side:
Because that’s my issue... it’s easy to descend into some type of despair over how society looks
today with segregation and many feeling trapped. And perhaps especially for these groups
sitting in these areas. And in this sense it’s extremely important to show that becoming a musi-
cian requires tremendous drive. And of course their role is to show that dreams and hard work
are worth the price. People should not bury their dreams, but should keep them alive because
their dreams can actually be achieved. And we spell this out in more or less clear terms. Gustavo
Dudamel spends a lot of time discussing the importance of nurturing dreams. And feeling hope-
ful. That music brings hope. And I think that our musicians can help with that. (Interview with
the Director of GSO)
The discussion of the importance of setting goals and working hard to achieve them
indicates that integration with music as a tool is conditional in the sense that it is re-
served for those who have the capacity and potential to walk across the extended bridge
on their own. Yet, given that a variety of factors such as socioeconomic and ethnic
background have been pointed out as crucial with regard to the degree to which par-
ents choose to allow their children to participate in voluntary music education, not all
children can be assumed to have the same opportunities to formulate dreams of becom-
ing a musician (Hofvander Trulsson, 2010). Given the emphasis on hard work, it might
have been more appropriate to use a metaphor indicating vertical movement such as a
staircase or a step ladder. From this point of departure, the discussion about hard work
and keeping dreams alive can be understood as creating integration demands personal
responsibility, and that musicianship, as athletic achievements, demands long-term and
systematic training in order to reach a high level of skill, and is well suited as a tool to
formulate dreams.
Conclusion
It can be concluded that the three ways of legitimating music as a tool for individual and
societal development highlighted in this article is supported by a rhetoric that largely
has its roots in the late 19th-century adult education movement in Sweden. Just as the
organisation to promote adult education for workers over 100 years ago was based on
the argument that musical training improved quality of life, today’s ideas concern the
potential of music to help people develop and provide an opportunity for social mobility.
Nevertheless, the link between the educational ideals of El Sistema and Western art mu-
sic appears to be somewhat weaker in Sweden. Although the programme largely relates
to art music as an obvious platform, an ambivalence concerning musical genre is clearly
present. This may possibly relate to the weakening of the hierarchies of aesthetic values
seen in late modernity (Ziehe, 2004). In light of the ambiguity arising from the view
that anything is possible and that no knowledge content has an obvious given standing,
El Sistema in Sweden offers an aesthetic and ideological mission statement in which
Babumba and Beethoven are equally possible in the repertoire of a symphony orchestra
and choir performance.
References
Literature
Allan, J., Moran, N., Duffy, C and Loening, G. 2010. Knowledge exchange with Sistema Scotland.
Journal of Education Policy, 25(3), pp. 335–347.
Beach, D. and Sernhede, O. 2013. On creativity and resistance in Nordic youth culture on the margins.
In: G. Gudmundsson, D. Beach and V. Vestel eds. Young people and marginalisation: Young people
from immigrant families in Scandinavia. London: Tufnell Press, pp. 61-84.
Bergman, Å. 2009. Växa upp med musik. Ungdomars musikanvändande i skolan och på fritiden
[Growing up with music. Young people’s use of music in school and during leisure time] (diss)
Göteborg: Göteborgs universitet. Skrifter från musikvetenskap nr 93.
Bergman, Å. and Lindgren, M. 2014. Studying El Sistema as a Swedish community music project from
a critical perspective. International Journal of Community Music 7(3), pp. 365-377, doi: 10.1386/
ijcm.7.3.365_1
Botstein, L. 2013. The Marginalisation of Music: The American Example. The Musical Quarterly vol.
96, no 2, pp. 169-177.
Bjurström, E. 1997. Högt & lågt. Smak och stil i ungdomskulturen. [High & low. Taste and style in
youth culture] (diss) Umeå: Boréa.
Burr, V. 2003. Social Constructionism. London: Routledge.
Dahlhaus, C. 1989. Nineteenth-Century Music. English translation by J. Bradford Robinsson Los

Angeles/London: University of California Press.
DeNora, T. 2000. Music in Everyday Life. Cambridge: University Press.
Edström, O. 1997. Musik som folkbildande projekt. Folkkonserternas upp- och tillbakagång. [The rise
and decline of the folk concerts.] In E. Öhrström, ed. Musiken, folket och bildningen: glimtar ur
folkbildningens historia. [Music, people and bildung: glimpses from public education history]
Linköping: Mimer, pp. 87–106.
Edström, O. 2008. A different story: aesthetics and the history of Western music. Hillsdale/ New York:
Pendragon Press.
Edwards, D. and Potter, J 1992. Discursive Psychology. London: Sage.
Ericsson, C. and Lindgren, M. 2011. The conditions for the establishment of an ideological dilemma:
Antagonistic discourses and over-determined identity in school music teaching. Discourse:
Studies in Cultural Politics of Education 32:5, pp. 713-728.
Foucault, M. 1980. Power/Knowledge. Selected Interviews and Other Writings. Edited by C. Gordon.
New York: Vintage Books.
Foucault, M. 1986 [1972]. Vansinnets historia under den klassiska epoken. [Madness and
Civilization: A History of Insanity in the Age of Reason.) Lund: Arkiv förlag.
Foucault, M. 1993 [1970]. Diskursens ordning. Installationsföreläsning vid Collége de France den 2
december 1970. [The Order of Discourse. Inaugural Lecture at the Collège de Franc, 2 December
1970.] Stockholm/Stehag: Brutus Östlings bokförlag Symposion.
Frith, S. 1996a. Music and Identity. In: S. Hall and P. du Gay, eds. Questions of Cultural Identity.
London: Sage, pp. 108-150.
Frith, S. 1996b. Performing Rrites. On the Value of Popular Music. Cambridge: University Press.
Georgii-Hemming, E. and Westvall, M. 2010. Music education – a personal matter? Examining the
current discourses of music education in Sweden. British journal of music education 27(1), pp.21-
33.
Giddens, A. 1991. Modernity and Self-Identity. Self and Society in the Late Modern Age. Cambridge:
Polity Press.
Gould, E. 2008. Devouring the Other: Democracy in Music Education. Action, Criticism and Theory for
Music Education, 7(1), pp. 29-44.
Hall, S. and Jeffersson, T. eds. 2006. Resistance through Rituals: Youth Culture in Post-War Britain.
2:a utgåvan. London/New York: Routledge.
Hammersley, M. and Atkinson, P. 1995. Ethnography: Principles in Practice. London: Routledge.
Higgins, L. 2012. Community music: In theory and in practice. New York: Oxford University Press.
Hollinger, D. M. 2006. Instrument of social reform: A case study of the Venezuelan system of youth
orchestras. Arizona: Arizona State University.
Hofvander Trulsson, Y. 2010. Musikaliskt lärande som social rekonstruktion. Musikens
och ursprungets betydelse för föräldrar med utländsk bakgrund. [Musical Learning as
Social Reconstruction. Music and Origin in the Eyes of Immigrant Parents.] (diss) Malmö:
Musikhögskolan i Malmö.
Holmberg, K. 2010. Musik- och kulturskolan i senmoderniteten: reservat eller marknad? [The
community school of music and art in late modernity: Reservation of market?] (diss) Malmö:
Musikhögskolan i Malmö.
Juslin, P. N. and Sloboda, J. A. eds. 2001. Music and Emotion. Theory and Research. Oxford: Oxford
University Press.
Lindgren, M. and Ericsson, C. 2010. The Rock Band Context as Discursive Governance in Music
Ecucation in Swedish Schools. In: ACT. Action, Criticism & Theory for Music Education. The
refereed journal of the MayDay Group, vol 9 (3), pp. 32-54.
Lindgren, M. and Bergman, Å. 2014. El Sistema som överskridande verksamheter – konstruktion av ett
musikpedagogiskt forskningsprojekt. [El Sistema as excessed activities – construction of a music
education research project] In: T. Karlsson-Häikiö, M. Lindgren and M. Johansson, eds. Texter om
konstarter och lärande. [Texts about the arts and learning] Göteborg: Göteborgs universitet, Art
Monitor, pp. 107-130.

Majno, M. 2012. From the model of El Sistema in Venezuela to current applications: learning and
integration through collective music education. Annals of the New York Academy of Sciences,
1252:1, pp. 56–64.
McDonald, H. 2010. Classical Musics’s New Golden Age. City Journal vol. 20, no.3.
Nettl, B. 1983. The Study of Ethnomusicology. Twenty-nine Issues and concepts. Chicago/London:
University of Illinois Press.
Parker, I. 1999. Critical textwork. An introduction to varieties of discourses and analysis. London:
Open University Press.
Persson, T. 2001. Den kommunala musikskolans framväxt och turbulenta 90-tal: en studie av
musikskolorna i Mörbylånga, Tranås, Kiruna och Borås. [The growth and turbulent 1990s of the
municipal music schools. A study of music schools in Mörbylånga, Tranås, Kiruna and Borås] (diss)
Göteborg: Göteborgs universitet. Skrifter från Musikvetenskap nr 68.
Ruud, E. 2010. Music Therapy: a Perspective from the Humanities. Gilsum NH: Barcelona Publishers.
Rydbeck, K. 1997. Den svenska folkbildningshistorien från 1800-talets början till 1900-talets mitt: ett
panorama. [The Swedish history of public education from the beginning of 1800s to the middle
of 1900s. A panorama] In: E. Öhrström, ed. Musiken, folket och bildningen. [Music, people and
bildung: glimpses from public education history.] Linköping: Mimer. pp. 13-34.
Sernhede, O. and Söderman, J. 2013. Swedish Hiphop: Marginalised Youth and Folkbilding. In: W.
Grünzweig and S. Nietzsche, eds. Hiphop in Europe. Berlin: LIT Verlag, pp. 365-385.
Tunstall, T. 2012. Changing lives. Gustavo Dudamel, El Sistema and The Transformative Power of
Music. New York: W.W. Norton & Company.
Veblen, K., Elliott, D. J., Messenger, S. J. and Silverman, Marissa. eds., 2013. Community Music Today.
New York: Rowman & Littlefield.
Woodford, P. 2005. Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice.
Indiana: Indiana University Press.
Ziehe, T. 1993. Kulturanalyser: Ungdom, utbildning, modernitet. 3:e upplagan [Cultural Analysis:
Youth, education, modernity] Stockholm/Stehag: Symposion.
Ziehe, T. 2004. Øer af intensitet i et hav af rutine: nye tekster om ungdom, skole og kultur. [Islands of
intensity in a sea of routine: new texts on youth, school and culture.] København: Politisk Revy.
Öhrström, E. ed., 1997. Stockholms Arbetareinstitus folkkonserter och deras betydelse för
konsertlivet. [Folk concerts at the Workers institute in Stockholm and their importance to concert
life.] In: Musiken, folket och bildningen: glimtar ur folkbildningens historia. [The music, the people
and bildung: glimpses from public education history.] Linköping: Mimer, pp. 35-68.
Oral sources
Recorded and transcribed interviews with: operational leaders for El Sistema, the Director of GSO,
district administrator, municipal official. In the authors’ possession.
Electronic sources
El Sistema’s website: www.elsistema.se
Interview with Gustavo Dudamel published on youtube and the ES website:

www.youtube.com/watch?v=UWQtwBB76c4 (Accessed 10 March 2014)
www.elsistema.se (Accessed 29 April 2014)
Interview with Jens Kristian Søgaard from the movie El Sistema tillsammans med Göteborgs
symfoniker [El Sistema together with the the Gothenburg Symphony Orchestra] on youtube:
www.youtube.com/watch?v=X-YPf0bqUSE (Accessed 10 March 2014)
Megafonen’s website: megafonen.com (Accessed 18 March 2014)
Pantrarna’s website: pantrarna.wordpress.com (Accessed 18 March 2014)
Abstract
The El Sistema music education programme, which is based on a Venezuelan model de-
veloped in the 1970s, was introduced in Gothenburg, Sweden in 2010. One cornerstone
of this choir and orchestra school is the use of music as a tool for individual and social
development in order to provide a more democratic society through increased integra-
tion and decreased segregation. By using a discourse-analytical perspective as a start-
ing point, this article aims to investigate how El Sistema legitimises music, and discuss
discourses on music in relation to the idea of music as a tool for social and individual
development. The results of our ethnographical study show that rhetoric related to music
is largely based on aesthetic discourses developed during the 19th century in a manner
similar to the late 19th-century Swedish folkbildningprojekt (adult education project).
The discussion also addresses the blurring of aesthetic values and norms in the late mod-
ern era.
Keywords
El Sistema, social development, Western art music, bildung, discourse, late modernity
Authors’ Biographies
Åsa Bergman holds a PhD in musicology and is a Senior Lecturer in Cultural Studies at
the Department of Cultural Sciences, University of Gothenburg. In 2009, she defended
her thesis Growing up with music based on an ethnographic study focused on adolescent
identity formation in relation to music. Her field of research can be described as interdis-
ciplinary and her research interests embraces issues as identity creation and knowledge
formation as well as creation of power relations in various musical practices.
Monica Lindgren, PhD, is Professor in Music Education at the Academy of Music and
Drama, University of Gothenburg. She received her doctorate in 2006 at the University of
Gothenburg with the thesis Creating order for the aesthetic in the school and has worked
since then as a teacher and researcher at the Academy of Music and Drama. Her research
interest is directed towards aesthetic/artistic learning in relation to issues of power,
identity and control in various types of teaching contexts.
Copyright of Swedish Journal of Music Research / Svensk Tidskrift för Musikforskning is the
property of Swedish Society for Musicology and its content may not be copied or emailed to
multiple sites or posted to a listserv without the copyright holder's express written permission.
However, users may print, download, or email articles for individual use.

Social change through Babumba and Beethoven

Uploaded by

Copyright:

Available Formats

Social change through Babumba and Beethoven

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Social change through Babumba and Beethoven

Uploaded by

Copyright:

Available Formats

Social change through Babumba and Beethoven — musical educational ideals of El Sistema

Social change through Babumba and Beethoven

Theoretical and methodological approaches

Music with the power to unite

2 Sheet music to the song Babumba can be found at www.elsistema.se/?page_id=345

Music to provide individual development

Music as a social ladder

Dahlhaus, C. 1989. Nineteenth-Century Music. English translation by J. Bradford Robinsson Los

Monitor, pp. 107-130.

Interview with Gustavo Dudamel published on youtube and the ES website:

You might also like