Intercultural Understanding of Music for Kyosei Living: A Case Study on Multicultural Music Education in an American Primary School

Koji Matsunobu (The Education University of Hong Kong, Hong Kong)
Copyright: © 2019 |Pages: 64
EISBN13: 9781522598756|DOI: 10.4018/978-1-5225-8042-3.ch004
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Music has the power to connect people of distance and differences. Music education can facilitate this process. However, it can also develop cultural misunderstanding and prohibit the acceptance of others. This chapter introduces a negative case of multicultural music education in an American primary school to make sense of an intercultural misunderstanding in music that fails to achieve kyosei living in multicultural society. A detailed case study sheds light on the ways in which a music teacher facilitated students' cultural misunderstanding by teaching multicultural music from a European viewpoint, ignoring culture-specific contexts of practicing and appreciating music. Two examples of multicultural music taught in the class were Japanese and Native American music. Each will be examined from a culture-bearer's and ethnomusicologist's perspectives. Instead of criticizing the teacher's approach, the author analyzes why and how it happened within the context of the teacher.
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