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Multicultural music education: Perce...

Norman, Katherine Nell.

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Multicultural music education: Perceptions of current and prospective music education faculty, music supervisors, and music teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Multicultural music education: Perceptions of current and prospective music education faculty, music supervisors, and music teachers./
作者:	Norman, Katherine Nell.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	489 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 1310.
Contained By:	Dissertation Abstracts International56-01A.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9513446

Multicultural music education: Perceptions of current and prospective music education faculty, music supervisors, and music teachers.
Norman, Katherine Nell.

Multicultural music education: Perceptions of current and prospective music education faculty, music supervisors, and music teachers. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 489 p.

Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 1310.

Thesis (Ph.D.)--University of Michigan, 1994.

The purpose of this study was to investigate the perceptions of selected doctoral students in music education and current music education faculty, music supervisors, and music teachers (n = 22) with regard to multicultural music education and related issues. During serial interviews, the following questions were addressed: (1) What are the perceptions of prospective and current music education faculty, music supervisors and music teachers with regard to multicultural music education? (2) What personal experiences influenced those perceptions? and (3) To what extent is multicultural music education a part of their thinking about teaching? Fifteen issues were discussed: (1) parameters of multicultural music education, (2) role of gender issues, (3) authenticity, (4) availability of curriculum resources, (5) curriculum design: selection of cultures, (6) curriculum design: amount of time spent on multicultural music, (7) role of the ethnomusicologist, (8) minority hiring, (9) multicultural music education at the preservice level, (10) rationale or philosophy, (11) problems in implementation, (12) responsibility for implementation, (13) the degree of threat to music in the Western art tradition, (14) strategies for teaching music that is closely tied to religion and ritual, and (15) the relationship of multicultural music education to future trends in education.Subjects--Topical Terms:

3168367
Music education.

Multicultural music education: Perceptions of current and prospective music education faculty, music supervisors, and music teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 56-01, Section: A, page: 1310.
500 $a Chair: James Standifer.
502 $a Thesis (Ph.D.)--University of Michigan, 1994.
520 $a The purpose of this study was to investigate the perceptions of selected doctoral students in music education and current music education faculty, music supervisors, and music teachers (n = 22) with regard to multicultural music education and related issues. During serial interviews, the following questions were addressed: (1) What are the perceptions of prospective and current music education faculty, music supervisors and music teachers with regard to multicultural music education? (2) What personal experiences influenced those perceptions? and (3) To what extent is multicultural music education a part of their thinking about teaching? Fifteen issues were discussed: (1) parameters of multicultural music education, (2) role of gender issues, (3) authenticity, (4) availability of curriculum resources, (5) curriculum design: selection of cultures, (6) curriculum design: amount of time spent on multicultural music, (7) role of the ethnomusicologist, (8) minority hiring, (9) multicultural music education at the preservice level, (10) rationale or philosophy, (11) problems in implementation, (12) responsibility for implementation, (13) the degree of threat to music in the Western art tradition, (14) strategies for teaching music that is closely tied to religion and ritual, and (15) the relationship of multicultural music education to future trends in education.
520 $a The data were presented in twenty-two case studies representing a distillation of participants' interviews. Taken collectively, these case studies provided a multi-faceted description of selected music educators' perceptions of multicultural music education. Although a range of positive and negative attitudes toward multicultural music education was displayed, the majority of participants recognized the need to reflect the changing cultural demographics of America in music classrooms, but did not believe that they had the training to do so. A sound philosophical foundation for multicultural music education was absent from much of the participants' perceptions, even among those most in favor of developing and implementing a multicultural music curriculum. These findings demonstrate the urgent need for the music education profession (1) to develop and practice a clearly articulated philosophy of music education that incorporates a multicultural perspective and (2) to implement and participate in more intensive inservice and preservice multicultural music education programs.
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