Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-28T03:32:33.488Z Has data issue: false hasContentIssue false
  • English
  • Français

Musical diversity in the classroom: Ingenuity and integrity in sound exploration

Published online by Cambridge University Press:  13 June 2018

Melissa Cain  and
Jennifer Walden
Melissa Cain
Affiliation:
Australian Catholic University. 1100 Nudgee Rd Banyo, Qld 4014melissa.cain@acu.edu.au
Jennifer Walden
Affiliation:
Queensland Conservatorium Griffith University, PO Box 3248, South Brisbane, Qld. Australia. waldenj429@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper examines the practice of five music educators in Canada and Australia who, despite the pervasiveness of ingrained Western-based pedagogy in these countries, are forging ahead with culturally diverse music programmes. Their work is presented as five ‘snapshots of practice’ which provide inspiration and conceptual ideas for other teachers aiming to diversify their practice in music education. While willingness and enthusiasm are paramount, it is these exemplars of innovative and resourceful practice which are crucial in assisting teachers to recognize that alternative forms of musicianship are both legitimate and essential to a well-rounded education in sonic exploration.

Type
Research Article
Information
British Journal of Music Education , Volume 36 , Issue 1 , March 2019 , pp. 5 - 19
Check for updates
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

AUSTRALIAN CURRICULUM AND REPORTING AUTHORITY. (2017) Australian Curriculum and Reporting Framework v8.3 – The Arts, Learning in Music. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/music/structure/Google Scholar
BARRETT, J. (2011) Judging quality and fostering excellence in music teaching. Journal of Music Teacher Education. 21 (1). doi: 10.1177/1057083711415010Google Scholar
CAIN, M. (2005) Dabbling or deepening – Where to begin?: Global music in international school elementary education. In Campbell, P., Drummond, J., Dunbar–Hall, P., Howard, P., K., Schippers, H. & Wiggins, T. (eds.) Cultural Diversity in Music Education: Directions and Challenges for the 21st Century. (p. 103–111). Brisbane: Australian Academic Press.Google Scholar
CAIN, M. (2010) Singapore international schools: Best practice in culturally diverse music education. British Journal of Music Education, 27 (2), 111–125. doi:10.1017/S0265051710000033Google Scholar
CAIN, M. (2011) Philosophy, Policy, Practice. Visions and Realities of Cultural Diversity in Selected Primary Music Classrooms in Brisbane and Singapore. (Doctoral dissertation) Griffith University, Brisbane, Australia.Google Scholar
CAIN, M. (2015a) Celebrating diversity: Music education in multiracial Singapore. International Journal of Music Education. Published online. doi: 10.1177/0255761415584295Google Scholar
CAIN, M. (2015b) Music of ‘The Other’: Overcoming cultural boundaries in music education. British Journal of Music Education, 32 (1), 1–16. doi:10.1017/S0265051714000394Google Scholar
CAIN, M., LINDBLOM, S. & WALDEN, J. (2013) Initiate, Create, Activate: Practical solutions for making culturally diverse music education a reality. Australian Journal of Music Education, 2, 79–97.Google Scholar
CAMPBELL, P. (2004) Teaching Music Globally: Experiencing Music, Expressing Culture. New York: Oxford University Press.Google Scholar
COLLEY, B. (2009) Educating teachers to transform the trilogy. Journal of Music Teacher Education, 19, 56–67.Google Scholar
DRAISEY–COLLISHAW, R. (2004) Principal themes: Essay contest – Issues facing multicultural policy in the field of music education. Canadian Music Educator, 45 (3), 17–21.Google Scholar
DRUMMOND, J. (2010) Re-thinking Western Art Music: a perspective shift for music educators. International Journal of Music Education, 28, 117–126. doi:10.1177/0255761410362854Google Scholar
FULLAN, M. (2013) Stratosphere: Integrating Technology, Pedagogy and Change Knowledge. Toronto, Ontario: Pearson Canada, Inc.Google Scholar
GAY, G. (1997) Multicultural infusion in teacher education: Foundations and applications. Peabody Journal of Education, 72, 150–177. doi:10.1207/s15327930pje7201_8Google Scholar
GREEN, L. (2003) Why ‘ideology’ is still relevant for critical thinking in music education. Action, Criticism & Theory for Music Education, 2 (2). Retrieved July 8, 2017 from http://act.maydaygroup.org/articles/Green2_2.pdfGoogle Scholar
HOWARD, K., SWANSON, M. & CAMPBELL, P. (2013) The diversification of music teacher education: Six vignettes from a movement in progress. Journal of Music Teacher Education, 24, 26–37. doi: 10.1177/1057083713494011.Google Scholar
KOHN, A. (1999) Punished by reward: The trouble with gold stars, incentive plans, A's, praise and other bribes. Boston: Houghton Mifflin.Google Scholar
LIND, V. R. & McKOY, C. (2016) Culturally Responsive Teaching in Music Education: From Understanding to Application (1st edn.) New York: Routledge.Google Scholar
OKTAY, J. (2012) Grounded Theory. New York: University Press. doi: 10.1093/acprof:oso/9780199753697.001.0001Google Scholar
ROSE, A. M. (1995) A place for Indigenous music in formal music education. International Journal of Music Education, 26 (1), 39–54. doi: 10.1177/025576149502600104Google Scholar
SCHIPPERS, H. (2006) Tradition, authenticity and context: The case for a dynamic approach. British Journal of Music Education, 23 (3), 333–349.Google Scholar
SCHIPPERS, H. (2010) Facing the Music: Shaping music education from a Global Perspective. New York: The Oxford University Press, Inc.Google Scholar
STRAUSS, A. L. & CORBIN, J. M. (1998) Basics of Qualitative Research: Grounded Theory Procedures and Techniques. SAGE: Newbury Park, CA.Google Scholar
THOMPSON, K. (2002) A critical discourse analysis of world music as the ‘other’ in education. Research Studies in Music Education, 19, 14–21.Google Scholar
TROWLER, V. (2010) Student Engagement Literature Review York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/sites/default/files/studentengagementliteraturereview_1.pdfGoogle Scholar
WALDEN, J. (2016) Key Attitudes and Attributes of music teachers Aiming to Realize Engaged Practices in Culturally Diverse Music Education in 21st-Century North American Classrooms. (Doctoral dissertation). Griffith University, Brisbane, Australia.Google Scholar
WEAVER, L. & WILDING, M. (2013) The Dimensions of Engaged Teaching: A Practical Guide for Educators. Bloomington, Indiana: Solution Tree Press.Google Scholar