The Attitudes and Perceptions of Undergraduate Music Education Majors Toward Multicultural Music Education PDF Download

Author: Andrea M. Bube
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 76

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Author: Alan J. Toth
Publisher:
ISBN:
Category : Music teachers
Languages : en
Pages : 216

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Author: Insook Nam
Publisher:
ISBN:
Category : Multicultural education
Languages : en
Pages : 596

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Author: Katherine Norman
Publisher: Ann Arbor, Mich. : University Microfilms International
ISBN:
Category : Ethnomusicology
Languages : en
Pages : 990

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Author: Nathan Westlund
Publisher:
ISBN:
Category : Bands (Music)
Languages : en
Pages : 142

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"Though much research has been published on the benefits, importance, and teacher perceptions of multicultural music education, fewer investigations have examined student perceptions and attitudes on this topic. Most notably, the author perceived a lack of such research at the high school level. The purpose of this study was to investigate student perception of and attitudes toward the diversity of music in high school band programs. This qualitative investigation involves a case study approach, using interview technique. It seeks to answer the following questions: (a) what are high school band students' perceptions of diversity in their school band curriculum, and (b) what are high school band students' attitudes toward diversity in their school band curriculum? The sample of convenience included three students recruited from the researcher's private music studio. Each student was interviewed individually, using open-ended questions. Results were analyzed for trends and discrepancies that provided a foundation for further discussion. Information gained from this report may be valuable to school band directors as they make decisions on multicultural curriculum design and implementation"--Leaf ix.

Author: David Harrison Knapp
Publisher:
ISBN:
Category : Multicultural education
Languages : en
Pages :

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ABSTRACT: The purpose of this mixed-method study was to examine the relationship between undergraduate music education students' multicultural music training, perceptions of authenticity of multicultural music, and preferences for teaching multicultural music. Students from selected universities (N = 71) listened to 16 excerpts of multicultural music and rated their perception of authenticity on a 4-point scale, and their preference for teaching the excerpt on a 7-point scale. Results demonstrated no differences in the perceptions of authenticity or preferences for teaching multicultural music between students who had taken a world music course and those who had not. Authenticity and preference responses were examined for a relationship. An analysis of variance demonstrated significant differences in preference ratings between excerpts of different authenticity ratings. Additionally, the perception of authenticity was found to be a significant predictor of preference. Qualitative data generally supported quantitative results. Students believed authenticity affected their preferences for teaching multicultural music and that they lacked the multicultural training necessary to make decisions about authenticity. Free response data also revealed that students relate authenticity to several other characteristics, including instrumentation, rhythm, language, performance, and other musical qualities. These characteristics are similar to those outlined by Volk (1998) in her four categories of authenticity.

Author:
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ISBN:
Category :
Languages : en
Pages : 0

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Benjamin Joel Luna, M. M.James Madison University, 2021Supervisor: Lisa M. MaynardThe purpose of this study was to examine the Multicultural Music Education (MME) practices of established (i.e. more than three years of music teaching experience) Elementary Music Teachers in the state of Virginia by examining their responses to a series of survey questions specific to the topic. Participants (N=18) were all current Elementary Music Teachers in the state of Virginia with more than three years of experience.Participants were asked to use Likert-scale ratings for the majority of the questions but were also given the opportunity to provide optional additional input for each question if they should choose to do so. Subtopics within the questions included the following areas of focus: teacher preparation; teacher perceptions of preparedness to incorporate multicultural music into their classes; pedagogical practices used by current elementary music educators; access and availability of resources specific to multicultural music education; and administrative and parental influences in relation to the topic.The survey questions were administered using QuestionPro. Results were analyzed within the QuestionPro software and re-examined by the researcher-practitioner to identify existing trends and/or themes within the data. Optional responses and comments provided by the participants were also examined to further illuminate the survey findings.Findings indicated that participants held generally positive feelings and beliefs concerning MME and racial/linguistic/cultural diversity in ways that surpass historical references to a politically correct and ambiguous MME, reported a lack of preparation to teach from an MME perspective, were ambivalent toward racially and linguistically diverse repertoire, and held contradictory beliefs concerning the role of Western European notational decoding. Implications for future research include the need for replication of previous studies, meta-analysis of current trends, and investigation of the intersections between race studies, ethnomusicology, and music pedagogy best practices.

Author: Constance L. McKoy
Publisher: Taylor & Francis
ISBN: 1000646319
Category : Education
Languages : en
Pages : 182

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Culturally Responsive Teaching in Music Education: From Understanding to Application, Second Edition, presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It offers a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed as a resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Part I and a review of teaching applications in Part II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: Providing practical examples of transferring theory into practice in music education. Illustrating culturally responsive pedagogy within the classroom. Demonstrating the connection of culturally responsive teaching to the school and larger community. This Second Edition has been updated and revised to incorporate recent research on teaching music from a culturally responsive lens, new data on demographics, and scholarship on calls for change in the music curriculum. It also incorporates an array of new perspectives from music educators, administrators, and pre-service teachers—drawn from different geographic regions—while addressing the impact of the Covid-19 pandemic and the 2020 social justice protests.

Author: Snjeãna Dobrota
Publisher:
ISBN:
Category :
Languages : en
Pages : 6

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One of the primary goals of multicultural education is to change the current structure of the educational system and to bridge the widening gaps between students of different background. Similarly, multicultural art curriculum fosters the formation of attitudes and perceptions that help people confront their sociocultural biases. The aim of this article is to clarify the terminological issues related to multicultural (music) education, to present the ways of performing world musics in school and to show how multicultural music education can be used as a tool for expanding students' cultural knowledge and tolerance. [For the complete Volume 13, Number 1 proceedings, see ED568595.].

Author: Yiannis Christos Miralis
Publisher:
ISBN:
Category : Multicultural education
Languages : en
Pages : 612

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