| A multicultural music education
is beneficial to all students, regardless of where they live and the amount
of ethnic diversity there. Technological advances are making the world
“smaller,” making it even more critical for students to be able to interact
with people who are different than themselves. The idea of a blended single
culture (the so-called “melting pot”) is no longer desired; instead, society
seeks the unique contributions of different ethnic groups.
There are a number of important musical and extramusical benefits of
a multicultural education. Certainly students will acquire greater musical
flexibility as they are exposed to a wider variety of musical styles, concepts,
and performance techniques. A multicultural approach draws greater student
attention to the nature of music. In some important ways—such as
reliance on printed notation—the Western approach to music learning is
unlike much of the remaining world. Extramusical benefits include increasing
students’ racial and cultural sensitivity, as well as their general knowledge
of the world around them.
In most cases, teaching from a multicultural perspective requires minimal
extra effort. Assistance for music educators can be gained through collaboration
with other subject area specialists, such as social studies teachers. Once
they have adapted a multicultural approach, teachers will often find themselves
instructing students and colleagues alike about how to listen to
music of non-Western cultures, explaining that it only “sounds weird” when
listening with Western expectations.
Recommendations and Reminders
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Aural learning and teaching by rote will often be more prominent in multicultural
activities, and rightfully so. Most non-Western musical cultures do music
this way.
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In order to be more culturally authentic, avoid using Western musical terminology—especially
music notation terms.
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Organize thematic study units around specific cultures and musics that
are especially timely due to current world events.
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Give special attention to helping students make connections between a culture’s
music and other social, historical, and religious aspects.
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Stress authenticity in multicultural music performance activities. Sing
with accurate language pronunciation, choose musical instruments that are
at least similar to those of the culture, and incorporate dance movements
that are culturally authentic.
Favorite Activities and Projects
Recommended Resources
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Multicultural Perspectives in Music Education, edited by William
M. Anderson and Patricia Shehan Campbell, MENC, 1989.
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Music Resources for Multicultural Perspectives, MENC, 1998.
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Lessons from the World: A Cross-Cultural Guide to Music Teaching and
Learning, by Patricia Shehan Campbell, Schirmer Books, 1991.
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Teaching Music with a Multicultural Approach, by William M. Anderson,
MENC, 1991.
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Round the World Songbook, by Emma Danes, EDC Publishing, 1996.
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Making Connections: Multicultural Music and the National Standards,
ed. by William M. Anderson and Marvelene C. Moore, MENC, 1997.
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Making Connections: Multicultural Music and the National Standards (Companion
CD Recording), MENC, 1997.
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Journal Issue: Music Educators Journal, Vol. 78, No. 9 (May), 1992.
Special issue devoted to multicultural music education.
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JVC/Smithsonian Folkways Video Anthology of Music and Dance of the Americas,
Victor Company of Japan, 1995.
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Bringing Multicultural Music to Children (Video), MENC, 1992.
Links
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