Participation in Community and Company Bands in Japan

M usic's impact on us continues from early childhood throughout our lives. Educators enhance the musical experience during the school years. Afterward, among various opportunities for musical performance, community music-making provides an essential outlet for amateur adult musicians. Community music predates formal musical training historically and flourishes in many societies around the globe. As technology makes the world smaller and international access easier, our knowledge of the musical practices of people of other cultures steadily advances. Investigation of five community and company bands in Japan reveals parallels to American community bands. Understanding these similarities amid cultural differences can help us across borders to learn about people of other cultures. Study of this shared musical experience may also promote respect for musical performance beyond the school years in community bands. The coming together of people in community promotes social development, a process that begins in childhood, in the community-based institution of the school. Music activities are microcosms of school society, where each child contributes to the whole. In college, "instant" community surrounds students, and opportunities for social interaction abound. Although musical opportunities are also plentiful, many former school musicians no longer choose to participate (Gilbert & Beal, 1982; Patchen, 1986). Non-music majors are less likely to belong to auditioned college bands and orchestras than music majors and minors. Decisions to cease instrumental participation may result from time constraints, scheduling conflicts, fear of failure, or lack of encouragement from directors (Casey, 1993; Royse, 1989; Solbu, 1987). When ensemble opportuni t ies are not readily apparent or available, amateur participation in music-