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Kimberly Stromberg
World Music Advocacy Paper
July 15, 2013
Each time a new culture is introduced to the students, it does not have
to be in the same way. Although students like structure, they like variety
within that structure. Some of the ways Sarah Morrison has shared world
music with her students are listening to recordings, short research journeys
(papers), linking to other choirs outside of your area through technology,
singing songs in a new musical style or language, and participating in
International Music Festivals (Morrison, p. 23-24). I think these are great
ideas to incorporate into teaching World Music, but it falls short of
encompassing all the aspects of World Music.
When teaching music in a choral setting, as I do, we should value the
teaching method by which the particular culture teaches music and teach in
that style (Richardson, p. 70). Aural traditions are similar to written
traditions in that learning by that method is a skill, and takes practice. Even
if the students are learning a piece that is simple compared to some of the
masterpieces created within that culture, they will have a much better
appreciation for that music after experiencing their method of learning. I
believe students learn best by doing. Clifford Madsens article wants
students to be accepting of new concepts and should give each student the
ability to develop his/her basic musicianship as well as develop a true global
music understanding through a defined knowledge base, and the ability to
analyze, criticize, and choose alternatives based on a compelling personal
musical value system. This is best done through student involvement, and
Kimberly Stromberg
World Music Advocacy Paper
July 15, 2013
Kimberly Stromberg
World Music Advocacy Paper
July 15, 2013
membranophone, and idiophone that Curt Sachs proffered because not all
instruments fit into the categories of the traditional Western ensemble
(OBrien, p. 41).
Teaching multimusical culture (Reimer, p.21) is not just important for
musics sake. It is a way to teach acceptance of the unknown. We can teach
our students how to process new sounds and ideas with an open yet critical
mind so that they can determine what they think for themselves. I think this
is one of the best benefits of teaching World Music. Some people in our
current society believe public school is the place to remedy societal
inequities, (Richardson, p. 71) and although I dont agree with this
statement, I think this is a way in which we can help the cause.
Teaching World Music is essential in order to give students a
comprehensive music education. It teaches them to be respectful and
accepting of new ideas and sounds, incorporates history and culture, builds
on previous knowledge and vastly expands their range of knowledge on
which they can make connections in future learning. The United States is full
of different cultures, and our education should reflect and celebrate all that
these cultures have to offer.