Abstract
The purpose of the present research is to study cross-cultural approaches in music education in colleges and universities. This study builds on an empirical approach using a questionnaire. It involved a total of 298 students and 280 schoolchildren. This research implied elaborating a training programme for study participants. The questionnaire facilitated defining the disadvantages of the programme. Thus, it was possible to conclude that it necessitates adding a number of elements. The most common elements included the emphasis on identifying the historical features of various musical compositions (35%) and studying the theory using the Dalcroze method (28%). Students believe that applying cross-cultural approaches within the training will improve the effectiveness of education. The results showed that the distribution of students regarding their academic performance was almost the same within one level of knowledge. Using the Cohen’s coefficient helped define the aforementioned statement.
Get full access to this article
View all access options for this article.