The process of teaching and learning music from many cultures is important for imparting cultural knowledge. Analysis of folklore provides information on cultural knowledge structures for educational practice in general and curriculum content in particular. Children develop patterns of culturally accepted human actions and relations, based on cultural knowledge structures as they are enculturated into society. This paper includes (a) a discussion of my theoretical position on culturally relevant teaching and learning styles and (b) a description of children's idiomatic expressions of cultural knowledge in their ways of knowing demonstrated in three teaching scenarios.
Get full access to this article
View all access options for this article.
References
1.
AddoA. O. (1996). A multimedia analysis of selected Ghanaian children's play songs.Council for Research in Music Education Bulletin, 123, 1–27.
2.
BebeyF. (1975). African music: a people's art.Evanston. IL: Northwestern University Press.
3.
BereiterC. (1990). Aspects of an educational learning theory.Review of Educational Research.60(4), 603–624.
4.
ChernoffJ. (1979). African rhythm and African sensibility.Chicago: University of Chicago Press.
5.
ChoskyL. (1981). The Kodály concept.Englewood Cliffs, N. J.: Prentice Hall.
6.
DoyleW. & CarterK. (1987). Choosing a means of instruction. In Richardson-KoehlerV., and BerlinerD. C.Educators handbook: a research perspective. (pp. 188–206). New York: Longman.
7.
FiatiT. A. (1992). Cross-cultural variation in the structure of children's thought. In R. Case The mind staircase.Hillsdale, N. J.: Lawrence Erlbaum.
8.
GardnerH. (1985). Frames of mind: the theory of multiple intelligences.New York: Basic Books.
9.
HughesJ. (1996). ‘How strange the change from major to minor’: Musical discourse and musical development.British Journal of Music Education.13, 195–202.
10.
KwamiR. (1995). A framework for teaching West African music in schools and colleges.British Journal of Music Education.12, 225–245.
11.
KwamiR. (1989). African music, education and the school curriculum. Unpublished doctoral dissertation. University of London, Institute of Education.
12.
MerriamA. (1964). The anthropology of music.Evanston.: Northwestern University Press.
13.
NketiaJ. H.Kwabena (1974). The music of Africa.Evanston.: Northwestern University Press.
14.
OsbornF. E. A. (1986). A computer aided methodology for the analysis and classification of British Canadian children's traditional singing games. Unpublished doctoral dissertation.University of California, Los Angeles.
15.
TraceyA. (1994). African values in music. In SchmidhoferA., and SchullerD. (eds.). For Gerhard Kubik: Festscrift on the occasion of his 60th birthday. (pp. 269–289). Main. Berlin.: Peter Lang. Frankfurt am Maine.
16.
TurksonA. (1989). Music and games and early African childhood education.African Music Education, 7, 1–6.
17.
ZemkeSister Lorna. (1973). The Kodály method and a comparison of the effect of a Kodály adapted instruction sequence and a more typical sequence on auditory musical achievement of fourth grade students. Unpublished doctoral dissertation. University of Southern California.
