The effects of a Chinese and Cuban music programme on the cultural understanding of elementary children

Chen-Hafteck, Lily

Abstract

This study aims to examine whether the American elementary students increase their cultural understanding after a six-week multicultural music programme on China and Cuba, considering factors of age, gender and learning needs. The use of Edwards’ (1994) levels of cultural understanding as a research tool and the way in which this approach can motivate children learning were examined. Participants were 110 second and fifth graders of two schools in New Jersey. Interviews were administered before and after the programme and classroom observations were conducted. Data indicated that such multicultural music programme has increased children’s cultural understanding and reduce their stereotypes on other people. Different levels of cultural understanding have been demonstrated. It was easy for children to achieve the basic level (i.e. Level 1: Knowledge) but it became more and more difficult as the levels proceed (i.e. Levels 2-4: Awareness, Sensitivity and Valuing). Therefore, multicultural music education can serve important educational goal of increasing cultural understanding, motivate student learning and provide an interdisciplinary education to students.

References

1. Abril, C. R. (2006) Learning outcomes of two approaches to multicultural music education, International Journal of Music Education, 24, 30-42. 2. Chen-Hafteck, L. (2007a). Contextual analyses of children's responses to an integrated Chinese music and culture experience. Music Education Research, 9, 3, 337- 353. 3. Chen-Hafteck, L. (2007b). In search of a motivating multicultural music experience: lessons learned from the sounds of silk project. International Journal of Music Education, 25, 3, 223-233. 4. Chen-Hafteck, L. (2010). Discovering world music and children’s worlds – pedagogy responding to children’s learning needs. In A. C. Clements (Ed.), Alternative approaches in music education: Case studies from the field (pp. 41-55). Lanham, MD: Rowman & Littlefield. 5. Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practices. In J. A. Banks & C. A. McGee Banks (Eds.). Handbook of research on multicultural education (2nd ed., pp. 3–29). San Francisco, CA: Jossey- Bass. 6. Campbell, P. S. & Scott-Kassner, C. (2007). Music in childhood: From preschool through the elementary grades (3rd ed.) Belmont, CA: Thomson Schirmer. 7. Clarke, E., DeNora, T. & Vuoskoski, J. (2015). Music, empathy and cultural understanding. Physics of Life Reviews, 15, 61-88. 8. Edwards, K. L. (1994). North American Indian music instruction: Influences upon attitudes, cultural perceptions, and achievement. Doctoral dissertation, Arizona State University, Tempe, 1994. Dissertation Abstracts International, 56, 130. 9. Elliott, D. J. (1989). Key concepts in multicultural music education. International Journal of Music Education, (1), 11-18. 10. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press. 11. Gay, G., Dingus, J.E. & Jackson, C. W. (2003, July). The presence and performance of teachers of color in the profession. Unpublished report prepared for the National Collaborative on Diversity in the Teaching Force. Washington D.C. 12. Gorski, P. (2008). The myth of the culture of poverty. Poverty and Learning, 65(7), 32- 35. 13. Ilari, B. et al (2013). Singing and cultural understanding: A music education perspective. International Journal of Music Education, 31(2), 202-216. 14. Ingersoll, R., Merrill, L. & Stuckey, D. (2014). Seven trends: The transformation of the teaching force. CPRE Report (#RR-80). Philadelphia, PN: Consortium for Policy Research in Education, University of Pennsylvania. 15. Kirschner, S. & Tomasello, M. (2010). Joint music making promotes prosocial behaviour in 4-year-old children. Evolution and Human Behaviour, 31, 354- 364. 16. Ladson-Billings, G. (2004). New directions in multicultural education. Complexities, boundaries, and critical race theory. In J.A. Banks & C.A.M. Banks (Eds.). Handbook of research on multicultural education (pp. 145-166). New York, NY: MacMillan. 17. Legette, R. M. (2003). Multicultural music education attitudes, values, and practices of public school music teachers. Journal of Music Teacher Education, 13(1), 51- 59. 18. Nam, I. (2007). Children’s perceptions about, attitudes toward, and understandings of multicultural music education. Unpublished doctoral dissertation. Arizona State University, USA. UMI No. 3287989. 19. Rosenbloom, A.F. (2004). High school music studies and social studies: an interdisciplinary approach. Music Educators Journal, 90 (3), 41-45. 20. Soland, J., Hamilton, L.S. & Stecher, B.M. (2013). Measuring 21st century competencies: Guidance for educators. RAND Corporation/ Asia Society/ Global Cities Education Network. 21. Sousa, M.R., Neto, F. & Mullet, E. (2005). Can music change ethnic attitudes among children? Psychology of Music, 33(3), 304-316. 22. Tu, M. (2009). The effects of a Chinese music curriculum on cultural attitudes, tonal discrimination, singing accuracy, and acquisition of Chinese lyrics for third-, fourth-, and fifth-grade students. (Doctoral dissertation). Retrieved from ProQuest, UMI Dissertations Publishing (Accession Order No. 3392598). 23. Vavrus, M. (2002). Transforming the multicultural education of teachers: Theory, research and practice. New York, NY: Teachers College Press.