Our research evaluates the effectiveness of a community musical learning exchange (MLE) that included group singing, guided conversations, and reflection. The respondents (N = 290) who participated in the MLE included members of the Soweto Gospel Choir (n = 17), Soweto Gospel Choir Crew (n = 3), prison choir incarcerated singers (n = 41), prison choir non-incarcerated singers (n = 41), and community guest-participants (n = 188). We studied: To what extent did respondents engage in singing and conversations during the learning exchange? To what degree did the respondents perceive the various components of the learning exchange helped them reflect upon the theme? What similarities and differences existed among various groups regarding these perceptions? Results suggest the MLE model was effective for intercultural sharing and most respondents engaged in singing and conversations. The guided conversations within a musical event were novel experiences, with the majority describing these as very effective components of the MLE. Respondents noted that both these guided conversations and spoken reflections prior to song selections from prison choir members and singing together most effectively helped them engage with the theme. We offer suggestions for musical leaders to implement MLEs and we make recommendations for future related research.

我们的研究评估了社区音乐学习交流 (MLE) 的有效性，其中包括集体演唱、引导式对话和反思。 参加 MLE的受访者 ( N = 290) 包括索韦托福音合唱团成员 ( n  = 17)、索韦托福音合唱团成员 ( n  = 3)、监狱合唱团被监禁的歌手 ( n  = 41)、监狱合唱团非监禁成员歌手（n  = 41）和社区嘉宾参与者（n = 188)。我们研究了：在学习交流过程中，受访者在多大程度上参与了唱歌和对话？受访者认为学习交流的各个组成部分在多大程度上帮助他们反思了主题？关于这些看法，不同群体之间存在哪些相同点和不同点？结果表明，MLE 模型对于跨文化共享是有效的，并且大多数受访者都参与了唱歌和对话。音乐活动中的引导对话是新颖的体验，大多数人将这些描述为 MLE 的非常有效的组成部分。受访者指出，监狱合唱团成员在选择歌曲之前进行的这些引导式对话和口头反思以及一起唱歌最有效地帮助他们参与了主题。