The inclusion of musics from varied cultural traditions in school music curricula has become increasingly important. Research findings indicate that providing students with opportunities to learn musics from diverse cultures can increase acceptance and appreciation of different cultures, enrich music and cultural experiences, and nurture intercultural competence. The following research-to-resource article provides eight instructional strategies for integrating culturally diverse musics into music classes more effectively. These eight strategies can help expose students to culturally diverse musics in more traditional ways and deepen their knowledge of music styles.
AndersonW. M.CampbellP. S. (2011). Multicultural perspectives in music education (Vol. 3). R&L Education.
2.
BarrettJ. R.McCoyC. W.VeblenK. K. (1997). Sound ways of knowing: Music in the interdisciplinary curriculum. Schirmer Books.
3.
BauerW. I. (2020). Music learning today: Digital pedagogy for creating, performing, and responding to music (2nd ed.). Oxford University Press.
4.
BithellC. (1996). Polyphonic voices: National identity, world music and the recording of traditional music in Corsica. British Journal of Ethnomusicology, 5(1), 39–66. https://doi.org/10.1080/09681229608567247
5.
BondV. L. (2017). Culturally responsive education in music education: A literature review. Contributions to Music Education, 42, 153–180.
6.
BurtonJ. B. (1993). Moving within the circle: Contemporary native American music and dance. World Music Press.
CampbellP. S. (2017). Music, education, and diversity: Bridging cultures and communities. Teachers College Press.
9.
CashS. L. (2012). The use of world music in high school choral classrooms (UMI No. 3539539) [Doctoral dissertation, Florida State University]. ProQuest Dissertations and Theses Global.
10.
CashS. L. (2019). Middle and high school choral directors’ programming of world music. InternationalJournal of Research in Choral Singing, 7(1), 36–55. https://doi.org/10.1177/025576149302100101
11.
Chen-HafteckL. (2007). Contextual analyses of children’s responses to an integrated Chinese music and culture experience. Music Education Research, 9(3), 337–353. https://doi.org/10.1080/14613800701587688
12.
CrawfordR. (2020). Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion. International Journal of Music Education. Advance online publication. https://doi.org/10.1177/0255761420921585
13.
De QuadrosA. (Ed.). (2012). The Cambridge companion to choral music. Cambridge University Press.
14.
EveleinF. (2006). Pop and world music in Dutch music education: Two cases of authentic learning in music teacher education and secondary music education. International Journal of Music Education, 24(2), 178–187. https://doi.org/10.1177/0255761406065479
15.
HannonE. E.TrainorL. J. (2007). Music acquisition: effects of enculturation and formal training on development. Trends in Cognitive Sciences, 11(11), 466–472. https://doi.org/10.1016/j.tics.2007.08.008
16.
HessJ. (2010). The Sankofa drum and dance ensemble: Motivations for student participation in a school world music ensemble. Research Studies in Music Education, 32(1), 23–42. https://doi.org/10.1177/1321103X10370093
17.
KimM. S. (2013). Use of national folk music in a style utilizing original and modern procedures: A case study of Korean contemporary art music “16 arirang variations” for piano solo by bahk jun sang (UMI No. 3568867) [Doctoral dissertation, The University of North Carolina at Greensboro]. ProQuest Dissertations and Theses Global.
18.
LinP. C. (2018). A performance guide to se enkhbayar’s choral tone poem 0RW1S34RfeSDcfkexd09rT2 önchin botog1RW1S34RfeSDcfkexd09rT2 (A lonely baby camel) for SATB soloists and SATB chorus (with divisions) (UMI No. 11004030) [Doctoral dissertation, University of North Texas]. ProQuest Dissertations and Theses Global.
MontemayorM.CoppolaW. J.MenaC. (2018). World music pedagogy, Volume IV: Instrumental music education. Routledge.
21.
NethsingheR. (2012). Finding balance in a mix of culture: Appreciation of diversity through multicultural music education. International Journal of Music Education, 30(4), 382–396. https://doi.org/10.1177/0255761412459166
22.
NettlB. (2015). The study of ethnomusicology: Thirty-three discussions. University of Illinois Press.
OverbyJ. L. (2011). World music and its potential for bridging diverse cultures: Effects of increased explanation of social, historical and cultural contexts of world music on listeners’ understanding of the human condition in song lyrics (UMI No. 3498303) [Doctoral dissertation]. ProQuest Dissertations and Theses Global.
25.
ParkerR. (2015). Multicultural music and learning. GEMS (Gender, Education, Music, & Society, 8(3), 20–27.
26.
RobinsonN.HallS.SpanoF. (Eds.). (2016). Teaching general music: A K–12 experience. Kendall Hunt.
27.
RussellJ. A. (2006). The origin and use of an authentic Irish folk tune in American School Orchestra arrangements. Journal of Historical Research in Music Education, 28(1), 38–52. https://doi.org/10.1177/153660060602800104
28.
SchellenbergE. G.BigandE.Poulin-CharronnatB.GarnierC.StevensC. (2005). Children’s implicit knowledge of harmony in Western music. Developmental Science, 8(6), 551–566. https://doi.org/10.1111/j.1467-7687.2005.00447.x
29.
SouthcottJ.JosephD. (2010). Engaging, exploring, and experiencing multicultural music in Australian music teacher education: The changing landscape of multicultural music education. Journal of Music Teacher Education, 20(1), 8–26. https://doi.org/10.1177/1057083710362461
30.
WambuguD. M. (2012). Kenyan art music in Kenya’s high school general music curriculum: A rationale for folk-song based choral music (UMI No. 3569554) [Doctoral dissertation, University of Florida]. ProQuest Dissertations and Theses Global.
