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World Musics and Cultures
Julia Shaw refers to culturally responsive pedagogy as a way of teaching music from diverse cultures using prior knowledge, frames of reference, and diverse performance styles to make the learning experience more relevant to students.1 Without this cultural meaning, repertoire selection and performa...
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Published in: | The Choral journal 2020-11, Vol.61 (4), p.57-61 |
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Main Author: | |
Format: | Article |
Language: | English |
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Online Access: | Get full text |
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Summary: | Julia Shaw refers to culturally responsive pedagogy as a way of teaching music from diverse cultures using prior knowledge, frames of reference, and diverse performance styles to make the learning experience more relevant to students.1 Without this cultural meaning, repertoire selection and performance could fall victim to cultural appropriation, which happens when "people from a more powerful culture adopt the art, symbols, or elements of a less powerful culture without understanding or respecting the context or history of that material. Some choir teachers may feel uncomfortable adding multicultural music to their concert program because they lack training or exposure to the genre and they fear being inauthentic or falling victim to cultural appropriation.3 On the other hand, there may be teachers who are not afraid to program music in a variety of languages, but lack cultural responsiveness by not delving further into the cultural meaning of the music. According to Kertz-Welzel, "Instructional goals range from simply getting to know musical cultures to fostering intercultural understanding or tolerance. Parr recommends that the teacher get out of their comfort zone and lead through participation.16 The teacher also does not have to feel like they have to be an expert, or attempt to cover every culture superficially, especially as a gimmick or a show piece. |
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ISSN: | 0009-5028 2163-2170 |