World Music Pedagogy

Raga, Tala and Pedagogy: On the First Steps in Carnatic Music

by Jeremy Woodruff

A Western composer's view of early music education in Carnatic music.  [no complete abstract currently available] A Western composer's view of early music education in Carnatic music.  [no complete abstract currently available]

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.

Musikkbegrepet som sort boks (Opening the Black Box of Music) Et forsøk på en dekonstruksjon av begrepet musikk i vestlig tenkning, med utgangspunkt i en lærebok i musikk for ungdomsskolen

by Anders Rønningen

Published in Norwegian, in Nordic Research in Music Education. Yearbook Vol. 12 2010, 81-100

Opening the Black Box of Music
The present article critically examines the concept of “music” as it is used in... more Opening the Black Box of Music
The present article critically examines the concept of “music” as it is used in textbooks
in Norwegian schools on grades 8-10 (Opus – Music for lower high school). How
“music” is understood has relevance of course to both music as a school subject, and
the more common sense public use of the term, particularly in relation to multicultural
issues. By using Bruno Latour’s notion of Black Boxes – a concept developed to focus
on how science and scientific facts often hide the action, interests and processes
behind them and function like closed and neutral entities – it is argued that “music”
is (wrongly) presented as culturally independent and universal. By hiding the culture-
and power-related factors that constitute the concept, the dependence of Western
thinking and understanding of the concept is exnominated. The black box of music is
opened by using some of the insights gained from an article by Robert Walker, which
discusses the Western ideology encapsulated in the notion of music. This is relevant
in today’s global and multicultural context when “music” is also used to denote
musics foreign to the Western concept, especially with regard to multicultural music
education, in which the exnominated notion of music is in danger of systematically
devaluating foreign musics, as their concepts may significantly differ.