Teaching songs from diverse cultures to pre-service teachers using a “Four Step Flipped” method

Abstract

As music educators around the globe continue to work in blended environments, it is important to explore how pedagogical approaches can be adapted and reimagined in ways that enhance teaching and learning in this changing educational landscape. In this study, the authors drew on elements of Collaborative Online International Learning (COIL) to teach three culturally diverse songs to pre-service teachers at a Spanish university. Acting as culture bearers and tertiary music educators, they selected and taught songs from three different geographic locations (South Africa, Sri Lanka, and the United States). Utilizing a descriptive case study design, the authors discuss their pedagogical approach and argue a Four Step Flip method (Asynchronous, Synchronous, Face-to-Face, and Hybrid Feedback) can be effectively applied and adopted in online music teaching and learning settings. This model prioritizes the culture bearers’ involvement in the learning process from start to finish while allowing students ample space to merge unfamiliar cultural perspectives with their own. The authors also contend building collaborative networks that extend beyond national borders can enhance understanding and appreciation of different genres, cultures, and languages in music classrooms.