Middle Eastern Expansions on Cultural Diversity in Music Education

Campbell, Patricia Shehan; Beegle, Amy

doi:10.2307/3399973

Cited by 9 publications

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“…Music has the power to provide people with ways of understanding, maintaining well-being, influencing general self-concepts and promoting communication within the educational community (Campbell, 1993, 2002; Hays, 2005). Music education is thought to promote cultural diversity in multicultural populations, and to widen students' musical repertoire and enable significant musical experiences of diverse cultures (see Fung, 1995; Banks, 1999; Campbell, 1993, 2002; Campbell & Beegle, 2003). DeNora (2000) argues that sociological considerations are needed in music education to teach students where they are both musically and socially (also see Stock, 2003; Skelton, 2004; Green, 2005), and to help them understand music within its particular cultural context (see Palmer, 1992; Jorgensen, 1997; Reimer, 2002; McCann, 2003; Westerlund, 2003; Abril, 2006).…”

Section: Introductionmentioning

confidence: 99%

Sociopolitical culture and school music education in Hong Kong

Ho¹,

Law²

2009

Brit. J. Music. Ed.

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In the last two decades, educational and curricular reforms in Hong Kong have been designed to prepare students for the challenges of the return of Hong Kong's sovereignty from the UK to the People's Republic of China (PRC) in 1997. This paper focuses on students' and teachers' attitudes towards a multicultural music education, which includes Chinese music, in response to this socio-political change. A mixed method design, involving a content analysis of relevant official educational and music documents, a questionnaire survey to 3,243 school students, and semi-structured interviews with 20 music teachers have been employed to further understanding of the development of politics and culture in Hong Kong society, which was investigated between winter 2006 and spring 2007. This paper argues that access to various musical cultures is a necessary but not sufficient condition for the development of music education in Hong Kong. Questions of how to integrate both Chinese music and other musical cultures in music education will remain a challenge for the future.

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Section: Introductionmentioning

confidence: 99%

Sociopolitical culture and school music education in Hong Kong

Ho¹,

Law²

2009

Brit. J. Music. Ed.

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“…Turkish music and music of the Middle East is still an important topic in intercultural music education in Germany so that many teaching materials exist. According to Campbell and Beegle (2003), music of the Middle East was one of the least represented cultures in American teaching materials, which became obvious after 11 September 2002. Many teachers tried to teach music of the Middle East instead of turning to patriotic music, but they had a hard time finding teaching materials.…”

Section: Multicultural Music Education á Intercultural Music Educationmentioning

confidence: 98%

Music education in the twenty-first century: a cross-cultural comparison of German and American music education towards a new concept of international dialogue

Kertz-Welzel

2008

Music Education Research

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Comparative Music Education is often considered to be an unnecessary subject because there seem to be more important issues for research than studying music education in various countries. Comparative music education is not a luxury, but rather a necessity in the twenty-first century. Scholars and music teachers in many countries are struggling with similar problems such as teacher training, performance-based or general music education, classroom management or standards in music education. It would be useful to improve the exchange between various traditions of music education both in terms of developing more effective methods in comparative music education and concerning teacher education programmes emphasising music education as an international endeavour. The purpose of this paper is to investigate the opportunities of comparative music education by comparing German and American music education, particularly investigating the fields of general, performance-based and multicultural music education.

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“…4 Consequently, American choirs have recently incorporated repertoires from other cultures into concerts and curricula (e.g., songs of various cultures in South America, Serbia, Kenya, and Japan). 5 Many scholars agree that embedding multicultural music in the school music curriculum is beneficial to students because it can help broaden students' musical and cultural experiences, increase the value they place on unfamiliar music, promote deeper cultural understanding, and cultivate open-mindedness. 6 NAfME is glad to offer one hour of professional development recognition to you for reading this article.…”

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Multicultural Choral Music Pedagogy Based on the Facets Model

Yoo¹

2017

Music Educators Journal

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Multicultural choral music has distinct characteristics in that indigenous folk elements are frequently incorporated into a Western European tonal system. Because of this, multicultural choral music is often taught using Western styles (e.g., bel canto) rather than through traditional singing techniques from their cultures of origin. One of the most important purposes of teaching multicultural music is to increase understanding of and acceptance toward different cultures and enrich musical experiences. This article details eight instructional strategies to help students learn multicultural choral music from alternative perspectives that enrich their musical skills, cultural understandings, and performances of multicultural music.

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Middle Eastern Expansions on Cultural Diversity in Music Education

Abstract: Americans' greater awareness of the ... some accessible sources for Middle Eastern musical cultures are useful to teachers of music to young students: George D.

Cited by 9 publications

References 0 publications

Sociopolitical culture and school music education in Hong Kong

Sociopolitical culture and school music education in Hong Kong

Music education in the twenty-first century: a cross-cultural comparison of German and American music education towards a new concept of international dialogue

Multicultural Choral Music Pedagogy Based on the Facets Model

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