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Abstract
This document situates creative placemaking within the framework of musical study in higher education. In contrast to standard community engagement practices, creative placemaking develops mutually beneficial projects, founded on deep and trusting relationships between artists and communities. Despite creative placemaking’s development as extant cultural policy in the United States over the past ten years, it is relatively limited in its use in higher education. Through the survey of historical context, examination of nonprofit organizations and institutions of higher education which practice creative placemaking, and interviewing experts in the field, this document illustrates the role of higher education within the field of creative placemaking. The research identifies the core principles of creative placemaking (outside of musical performance) and the main challenges to incorporating those principles into higher education. The document concludes with implications for future research, particularly with relation to applying the findings to curriculum development in higher education music programs.