The History of Multicultural Music Education and Its Prospects

2014 ◽  
Vol 34 (2) ◽  
pp. 21-28 ◽  
Author(s):  
Sangmi Kang
Keyword(s):  
Music Education ◽  
Multicultural Music Education ◽  
Multicultural Music ◽  
History Of

The role of ISME in the promotion of multicultural music education, 1953-96

1997 ◽  
Vol os-29 (1) ◽  
pp. 81-93 ◽  
Author(s):  
Marie Mccarthy
Keyword(s):  
Music Education ◽  
Cultural Dimensions ◽  
University Of Maryland ◽  
Multicultural Music Education ◽  
Multicultural Music ◽  
Musical Practices ◽  
Policy Statements ◽  
History Of ◽  
College Park ◽  
The University

This paper is the third in a sequence of studies that address the history of internationalism in music education, the first and second papers presented at ISME Conferences in Seoul (1992) and Tampa (1994). The study focuses on the role that ISME played in promoting the cultural dimensions of music in education, and in including diverse musical practices in the curriculum across cultures. Evidence is gathered from ISME archival materials housed at the University of Maryland at College Park – presidential papers, policy statements, journals, yearbooks, conference proceedings, to name some sources. This study provides an international context for furthering dialogue on world musics in education.

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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