In search of a motivating multicultural music experience: lessons learned from the Sounds of Silk project

Abstract

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.

Singing and cultural understanding: A music education perspective

“…By doing so, teachers provide students with an in-depth understanding of the music and the culture where it originates, which, in turn, is likely to render the learning experience more interesting, relevant and meaningful (Chen-Hafteck, 2007b). This is also consistent with previous research findings.…”

General Music Teachers’ Backgrounds and Multicultural Repertoire Selection

“…Many researchers have concerns about the issue of authentic learning (Drummond, 2010; Edwards, 1998; Goetze, 2000; Pembrook & Robinson, 1997). Chen-Hafteck (2007) argued that the strategy of breaking down music into concepts of music elements is derived from Western art music and may not be appropriate to understanding music of other cultures. Elliott (1995) noted, “Music ought to be understood in relation to the meanings and values evidenced in actual music making and music listening in specific cultural contexts” (p. 14).…”

Teaching the Korean Folk Song (Arirang) Through Performing, Creating, and Responding

“…Music is a part of culture, so it cannot be isolated from culture (Chen-Hafteck, 2007). Dunbar-Hall (2005) also asserts that all music should be studied as cultural practice rather than focusing only on music concepts.…”