Multicultural music education in Singapore primary schools: an analysis of the applications of a specialist professional development in practical music teaching

2015 ◽  
Vol 7 (4) ◽  
pp. 213-229 ◽  
Author(s):  
Pamela Costes-Onishi ◽  
Chee Hoo Lum
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Primary Schools ◽  
Music Teaching ◽  
Multicultural Music Education ◽  
Multicultural Music

scholarly journals The Integration of Multicultural Music Education in College Music Teaching

2019 ◽  
Vol 3 (4) ◽  
pp. 40
Author(s):  
Meng Meng
Keyword(s):  
Music Education ◽  
Social Role ◽  
College Education ◽  
School Integration ◽  
Music Teaching ◽  
Multicultural Music Education ◽  
Multicultural Music ◽  
College Music ◽  
Further Development ◽  
Education Process

<p>In recent years, under the background of globalization, multiculturalism achieve further development, the culture concept is based on the multi-ethnic culture and cultural co-existence , to achieve the integration of different kinds of cultures in a harmonious social role. However, there are still many problems in the implementation of multiculturalism in education. Our country is a multi-ethnic country, college education process needs to take account of different ethnic backgrounds, music education is also the case, therefore, aiming at exploring college music education in multicultural music teaching school integration.</p>

Integrating multicultural music education into the public elementary school curricula in Thailand

2019 ◽  
Vol 37 (4) ◽  
pp. 547-560 ◽  
Author(s):  
Nantida Chandransu
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Music Education ◽  
Education System ◽  
Culturally Diverse ◽  
Formal Education ◽  
Classical Music ◽  
Multicultural Music Education ◽  
Multicultural Music ◽  
School Curricula

This article reflects on various challenges encountered during a pilot action-based research “Integrating Multicultural Music Education into the Elementary School Curricula of Public Schools in Thailand.” This project was set up to develop lesson plans, activities, teaching tools and evaluation methods for music teachers. As a pilot-curriculum model, it pays particular attention to cross-cultural understanding for helping Thai children gain a sense of cultural conceptualization and the skills necessary for growing up in a racially, religiously, and culturally diverse society. This research attempts to explore possibilities for various music cultures introduced to the formal education system in Thailand, which had previously restricted music education to nationalist-based Thai music and certain samples of Western classical music. Once children discover multiple music cultures, their perspectives are broadened. The outcomes of this research will also be beneficial for future instruction designs. The attempt to update music education in the Basic Education level to accommodate changing social and cultural contexts affected by globalization and urbanization will raise awareness of cultural diversity and the direction of music education curriculum development. Music education through the Thai formal education system is one method of preparing children to grow up in a culturally diverse world.

Music teaching and the process of enculturation: A cultural dilemma

2015 ◽  
Vol 32 (3) ◽  
pp. 291-297 ◽  
Author(s):  
Eric Debrah Otchere
Keyword(s):  
Music Education ◽  
Music Teaching ◽  
African Music ◽  
Course Content ◽  
Educational Curriculum ◽  
Dominant Feature ◽  
Multicultural Music ◽  
History Of ◽  
Education In Ghana ◽  
Formed Part

The history of music in Ghanaian school programmes can hardly be separated from the general history of education in Ghana. Since the time of colonial administration in Ghana, music (especially as manifested through singing) has formed part of the educational curriculum for different reasons, one being a tool for promoting the culture of the colonialists. Several advances (particularly after independence in Ghana) have been made to incorporate aspects of the Ghanaian culture into the educational curriculum. Over 50 years down the line, what is the extent to which Ghanaian (African) music is studied in Ghanaian schools? In this paper, the extent to which African music is taught in African (Ghanaian) universities is analysed by looking at the undergraduate music course content of two Ghanaian public universities. Although African music is taught, it only forms an infinitesimal proportion of the total music courses that are offered to music students in these two universities. Considering that the process of music education is also a process of enculturation, the concluding recommendation is that although a multicultural music programme is necessary, the teaching of African (Ghanaian) music in Ghanaian universities should be the dominant feature.

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