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Teaching General MusicApproaches, Issues, and Viewpoints$
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Carlos R. Abril and Brent M. Gault

Print publication date: 2016

Print ISBN-13: 9780199328093

Published to Oxford Scholarship Online: March 2016

DOI: 10.1093/acprof:oso/9780199328093.001.0001

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World Music Pedagogy

World Music Pedagogy

Where Music Meets Culture in Classroom Practice

Chapter:
(p.89) Chapter Five World Music Pedagogy
Source:
Teaching General Music
Author(s):

Patricia Shehan Campbell

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199328093.003.0006

This chapter provides an overview of the movement to multiculturalize the curricular content and process of music in educational setting. Central to the chapter are a description and analysis of world music pedagogy (WMP), including an account of the historical strands that led to its emergence from the scholarly discipline of ethnomusicology and the practice of musically educating students in music as a cross-cultural endeavor. The chapter weaves in the principles of teaching and learning that encompass avenues for building musical skills, music and cultural knowledge, and a sensitivity to music and musicians both local and distant. Illustrations are offered to explain the five domains of WMP. A review of literature is undertaken to document empirically the impact of world music on curricular-instructional practices on student learning. The chapter also discusses the challenges of teaching music in global and multicultural ways and the integration of WMP with other pedagogical approaches.

Keywords:   world music pedagogy, ethnomusicology, cultural knowledge, attentive-engaged-enactive listening, creating world music, integrating world music, them-us authenticity, aurality

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