This article explores the relationship between singing and cultural understanding. Singing emerges in infancy and develops through processes of enculturation and socialization. When we sing songs from diverse cultures, we are granted with opportunities to learn about the cultures of others, and gain a better understanding of our own. Thus, singing songs from different cultures may play important roles in the construction of our identities and in how we perceive and understand others, and ultimately ourselves. Cultural understanding, however, is complex in nature and multi-layered. Even if research findings concerning the relationship between singing and cultural understanding are mixed, we argue that there is value in enhancing students' cultural understanding through singing multicultural songs. Singing multicultural songs can also promote the well being of students. It is beyond the education of music. It is about a comprehensive education of humans as social beings and music as a human endeavor.

The aim of the Sounds of Silk project was to develop an interdisciplinary educational program that combines the study of Chinese music and culture with the goal of motivating students' learning. It involved three schools, six teachers and 250 fifth- and sixth-grade students in New York City. Participants explored three topics in Chinese music and culture through live demonstrations by Chinese musicians, classroom lessons and student creative projects over a 10-week period. The daily life, philosophies and festivals of people in China were studied in relation to Chinese music. Results revealed that multicultural music can motivate learning when it (a) provides novelty and interest in class, (b) is relevant and meaningful, and (c) is based on a student-centered curriculum with practical creative activities. An interdisciplinary approach to multicultural music education and a broad perspective on music education with a focus on the enrichment of students' life experiences are recommended.

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This article, which investigates the relationship between music and language in development and learning during early childhood, does so by considering the potentials and inborn abilities in early childhood, the environmental influences, and the interactions between music and language development in children. Finally, it discusses implications for education, suggesting an integrated approach to music and language learning.