Multicultural music education

Sociocultural perspectives on multicultural music education:reappraising the content of music curricula in Ireland.

by Gwen Moore

Changing social demographics in all parts of the world have brought about the need for changes in curriculum content... more Changing social demographics in all parts of the world have brought about the need for changes in curriculum content in education and by extension, music education. In this paper I discuss sociocultural perspectives on multicultural music education with particular reference to a) tolerance and understanding, and b) multicultural awareness and open-mindedness as rationales for multicultural music education. Current provision for multicultural music education in second level curriculum documents and highlights from the Music Education National Debate (2004) is discussed in the light of recent sociocultural changes in Irish society. Findings from a survey and focus group discussion point to sociocultural rationale for multicultural music education in Ireland. Moreover, data from second level music teachers’ experiences and attitudes of their training and music education practice suggest that content at both second and in higher music education in Ireland is due for reappraisal. To conclude, I propose Campbell’s Concentric Circles Model (1996) as a way forward for music education practice in Ireland.

Understanding Common Spaces: Assessing the Potential of Restructuring Selected School Programmes

by Hui Min Annabeth Leow

Co-authored with Ng Hui Xian Lynnette based on research undertaken for Ministry of Education Pre-University Seminar 2010

Government rhetoric in Singapore has often engaged in a crisis narrative that emphasises racial harmony which is to be... more Government rhetoric in Singapore has often engaged in a crisis narrative that emphasises racial harmony which is to be fostered through the use of a carefully designed common space. In this study, which comprised an initial survey of 304 students, as well as 5 focus group discussions and 3 email interviews with educators, Singaporeans students' notions of common space and racial harmony were interrogated to better understand how schools have been used to promote racial harmony in the nation-state. Subsequently, recommendations for further improvement were also made, in order to maximise the use of schools as a common space for interracial interaction.

A Global Invitation - Toward the Expansion of Dialogue, Reflection, and Creative Engagement

by Stefan Brueck

Teaching Music and Dance of Namibia

by David Hebert

Hebert, D. G. (2006). Teaching Music and Dance of Namibia: A Review Essay. International Journal of Education and the Arts, Vol. 7 [http://www.ijea.org/v7r1/index.html].

Book Review and Interview Essay Book Review and Interview Essay

Bruno Nettl's The Study of Ethnomusicology: Thirty-one Issues and Concepts: An Essay Review

by David Hebert

Hebert, D. G. (2007). Bruno Nettl’s The Study of Ethnomusicology: Thirty-one Issues and Concepts: An Essay Review. International Journal of Education and the Arts, Vol. 8 [http://www.ijea.org/v8r2/].

Book Review Book Review

Lessons from India: Globalization's implications for music education

by David Hebert

Journal of the Indian Musicological Society, 34, pp.38-46.
Also issued as reprint: Hebert, D. G., (2004). Lessons from India: Globalization’s Implications for Music Education. In R. C. Mehta, M. Hariharan & G. Kuppuswamy (Eds.), Music Education in the Asia Pacific Region (pp. 38-46). Mumbai & Baroda: Indian Musicological Society [reprint of refereed journal article].

Explores issues encountered as foreign educators incorporate Indian music into their teaching, and considers what... more Explores issues encountered as foreign educators incorporate Indian music into their teaching, and considers what contributions Indian educators might make to aid in such endeavors. Definitions are offered for terms that are relevant to the discussion of global music education: nationalism, internationalism, localization, globalization, appropriation, and representation. Even within India, how best to represent Indian music in textbooks is far from clear. The authors and publishers of elementary music textbooks in the U.S. must balance several competing objectives; in this context, they may be reduced to having to choose three or four songs to represent the entire Indian subcontinent in a textbook. Another issue is to what degree the teacher, in teaching a foreign song to a class, should follow the rules of the culture the song represents: The less familiar the teacher is with the culture represented, the greater the likelihood of producing a representation that could be viewed as inappropriate, or that even reinforces negative stereotypes. Four examples of Indian traditional music used in Western educational contexts are given: (1) Yayoi Uno Everett applies Indian music concepts, including traditional Indian percussion vocables, in teaching a Western aural skills music course to university students; (2) William Anderson has suggested having elementary students sing America in both rāgas bhairavī and pūrvī, and having them construct a jaltarang out of bowls filled with water; (3) Gerry Farrell has documented the teaching of traditional Indian music in London schools; and (4) Roseanna Vitro advocates the study and practice of traditional Indian vocal techniques among her jazz voice students. Further guidance from Indian scholars on how best to acquire and represent Indian music traditions is called for.

World Beat

by David Hebert

Campbell, P. S. & Hebert, D. G. (2011). World Beat. In W. M. Anderson & P. S. Campbell (Eds.), Multicultural Perspectives in Music Education, Vol.2 (third edition) (pp.115-125). Lanham, MD: Rowman-Littlefield Publishers.

Offers detailed lesson plans for the teaching of contemporary 'world beat' fusion genres from throughout the world in... more Offers detailed lesson plans for the teaching of contemporary 'world beat' fusion genres from throughout the world in school classrooms. Musicians discussed included Te Vaka (Polynesia), Nesian Mystik (New Zealand), Altan (Ireland), Zap Mama & Erykah Badu and Afro-Celts (Afro-European) and other artists. Music teachers are guided through lesson plans in music and movement that are appropriately guided by cultural knowledge.

Jazz and Rock Music

by David Hebert

Jazz and Rock Music. In W. M. Anderson & P. S. Campbell (Eds.), Multicultural Perspectives in Music Education, Vol.1 (third edition) (pp.112-127). Lanham, MD: Rowman-Littlefield Publishers.

Discusses the development and characteristic features of jazz and rock music, and demonstrates several creative... more Discusses the development and characteristic features of jazz and rock music, and demonstrates several creative approaches to the teaching of this music in school classrooms. These lessons encourage student creativity, through beginning songwriting and development of original lyrics and basic arrangements. The lessons are based on examination of music by such artists as George Gershwin, Louis Armstrong, Ella Fitzgerald, Janice Joplin, Suzanne Vega, Bob Dylan, Jimi Hendrix, U2, Michael Hedges, Lenny Kravitz, Carlos Santana, Tito Puente, Bjork, Chet Baker, Nancy Wilson, Stan Kenton, Herbie Hancock, and US3.

Pluralism and Minority Rights In Music Education: Implications of the Legal and Social Philosophical Dimension

by David Hebert

With Marja Heimonen, Visions of Research in Music Education.

Examines issues associated with minority rights in music education from the perspectives of social and legal... more Examines issues associated with minority rights in music education from the perspectives of social and legal philosophy. Specific cases are discussed, including educational policies pertaining to Native Americans in the U.S., Maori and Pacific Islanders in New Zealand, and Okinawans and Zainichi Koreans in Japan. The problem of children's rights in international law is discussed in relation to music activities in educational contexts. The notion of 'soft law' is explained in detail as well as specific applications to music. Concludes with discussion of how cultural heritage and rights to 'one's own music' are increasingly problematized by the phenomenon of cultural hybridity.

Ethnicity and Music Education: Sociological Dimensions

by David Hebert

Hebert, D. G. (2010). Ethnicity and Music Education: Sociological Dimensions. In R. Wright (Ed.), Sociology and Music Education (pp.93-114). Aldershot: Ashgate Press.

Examines the concept of ethnicity in music education by considering relevant theories and findings from the fields of... more Examines the concept of ethnicity in music education by considering relevant theories and findings from the fields of sociology, musicology, and music education. The approaches to ethnicity of the three disciplines are compared, and current research findings in relation to three major themes are discussed: (1) ethnic diversity and music learning; (2) music, migration, and global understanding; (3) challenges of multicultural music education.

Educating Professional Musicians for a Multicultural Society

by David Hebert

Hebert, D. G. (2010). Educating Professional Musicians for a Multicultural Society: Emerging Issues and New Developments. In proceedings of Orally Transmitted Music and Intercultural Education, symposium offered by EU Culture Initiative Music, Orality, Roots, Europe (MORE) at Cité de la Musique, Paris, France (December 3-4, 2009) 
[http://www.music-orality-roots.eu/sites/default/files/MORE-Symposium1-HebertD-EducatingProfessional.pdf].

Discusses three themes associated with how globalization is currently changing the education of professional musicians... more Discusses three themes associated with how globalization is currently changing the education of professional musicians in multicultural societies: (1) opportunities and risks of information technologies, (2) changing concepts of music 'rights', and (3) responses to both political and religious fundamentalism in educational contexts. Describes a new postgraduate program that recently emerged in Northern Europe in response to the changing conditions: Master of Global Music program.

Patriotism and Nationalism in Music Education

by David Hebert

Forthcoming multi-author book, co-edited with Alexandra Kertz-Welzel.

Patriotism And Nationalism In Music Education
by David Hebert and Alexandra Kertz-Welzel (edt.)
ISBN-13 : 9781409430803
ISBN-10 : 1409430804
Publisher : ASHGATE PUBLISHING
Format : Hardback
Pub Date : August 2012
Status : Not yet published [complete manuscript now in press]

Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs... more Music has long served as an emblem of national identity in educational systems throughout the world. Patriotic songs are commonly considered healthy and essential ingredients of the school curriculum, nurturing the respect, loyalty and 'good citizenship' of students. But to what extent have music educators critically examined the potential benefits and costs of nationalism? Globalization in the contemporary world has revolutionized the nature of international relationships, such that patriotism may merit rethinking as an objective for music education. The fields of 'peace studies' and 'education for international understanding' may better reflect current values shared by the profession, values that often conflict with the nationalistic impulse. This is the first book to introduce an international dialogue on this important theme; nations covered include Germany, the USA, South Africa, Australia, Japan, Taiwan, Singapore and Canada.


Hebert, D. G. & Kertz-Welzel, A. (Eds.) (2012, Ashgate, forthcoming/in press). Patriotism and Nationalism in Music Education. [Contributors: Simon Keller, Jane Southcott, Kari Veblen, Ambigay Yudkoff, Carlos Abril, CheeHoo Lum, Eugene Dairianathan, Amy Beegle, Wai-Chung Ho, Marja Heimonen, David G. Hebert, Alexandra Kertz-Welzel].

Multiculturalism and Music Education (editorial introduction to special issue)

by David Hebert

Hebert, D. G. & Karlsen, S. (2010). “Editorial Introduction: Multiculturalism and Music Education,” Finnish Journal of Music Education, Vol.13, No.1 (pp.6-11).

Introduces a special issue in English devoted to current polices and practices related to multiculturalism and music... more Introduces a special issue in English devoted to current polices and practices related to multiculturalism and music education, particularly within Europe. Offers a definition and overview of issues and concepts in multicultural music education as well as discussion of various critiques of the field and normative positions regarding the role that cultural 'authenticity' should play in music instruction. Introduces articles by contributors who discuss music education among various ethnic minorities in Europe.

Pictures from Ethnia

by Anders Rønningen

Published in IARTEM's E-journal

In the Norwegian national strategy plan Equal Education in Practice it is stated that
“To ensure proper subject... more In the Norwegian national strategy plan Equal Education in Practice it is stated that
“To ensure proper subject and linguistic learning outcomes, it is also important that
multicultural reality should be reflected in the teaching materials” (2007:16). This
means that the multicultural society should also be reflected in textbooks for music.
This article deals with my own uneasiness when encountering pictures and text
about non-western culture and music in some music textbooks. I will explore how
otherness and exoticism can be said to represent an imaginary nation, a particular
geographical place corresponding to a Western fantasy, which I will call Ethnia. I will
use some of the pictures and a small passage of text from Tempo (Hjertaas and
Johansen, 2000) and Opus – Musikk for ungdomstrinnet  (Opus - Music for
contemporary schools) (Andreassen, 2006), which are two music textbook series
used in Norwegian schools (8th – 10th  grade), to reveal how an educational discourse
manifests itself when constructing and representing cultural otherness.
Music is traditionally one of the school subjects that uses textbooks less often, so it is
important to look more closely at the praxis in classrooms if one wants to say more
about the way these texts are experienced by the pupils. Nevertheless, I believe a
textbook, containing a type of distilled knowledge, does tell us something; as
monuments in a society’s discourse about ethnicity, youth culture, music and school.
The aim is therefore more to investigate certain discursive formations within the
Norwegian society, than to be specific in terms of what the textbook’s influence are
or could be in the schools.
Key words: Music, textbooks, exoticism, praxis, multicultural education, educational
discourse

Etnomusikologia tekemisen meininkinä

by Lari Aaltonen

published in "Musiikin suunta" 4/2009.