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wsma board perspective

Explore Multicultural Education

Through Music

R. Scott Pierce, WSMA Board Member

T

The University of Wisconsin (UW) School of Education web site on the section “Ex- ploring Multicultural Education” (http:// www.education.wisc.edu/eas/multicultural/MEExplore.asp) recognizes that in order to be prepared for professional work in a multicultural society, future educators need to develop multicultural education and human relations skills. Human rela- tions refers to the ways that individuals and groups interact with each other, and the ways that future teachers understand the impact of prejudice and discrimination in society and schools.

Multicultural education is “comprehensive school reform that challenges all forms of discrimination, permeates instruction and interpersonal relations in the classroom and advances the democratic principles of social justice.” (Nieto, 1998)

The theme of the magazine issue, “Unveil- ing the World: Living Globally Through Music,” features articles on how music is a bridge of cultures. In today’s changing demographics in each of our communities, music teachers have the opportunity and responsibility to teach our children about the changing world.

Edward Todd (http://www.megaessays. com) states that the education of multicul- tural music is very important in our world to help each other view our own individual cultures and to promote diversity. What religion, race, culture or class is, “Music speaks to the human heart in every earthly clime; with one known tongue it must import a harmony sublime.”

Literature that I performed as a young musician both in high school and college was some of the most inspiring repertoire I encountered. Whether it was German Lieder, French, Italian or a spiritual, not only were we singing beautiful music, through our instructors, we learned to

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appreciate the genesis for such style of music – rhythm, timbre, text, history of the culture and more.

Students need background information about the culture from which the music they perform originates. They also need to understand some of its traditions as well as the importance and usage of music in that culture. With that background, stu- dents will be more prepared to study the uniqueness of the piece and develop a true appreciation and understanding of it.

As a high school music teacher, I made it a point to give exposure to various styles of music including the historical perspective of that literature. I know that much of the musical literature our students performed had the same effect on them as it did when I was a high school and college singer.

As a school administrator in a large ur- ban school district as well as central city Milwaukee Public Charter School, I had the pleasure to watch the children in the schools receive quality music instruction from dedicated teachers who exposed the students to music of various cultures. I especially remember one group of elementary children who were exposed to a variety of multi-cultural music ex- periences that included the use of song, dance, instruments, dress and readings. It was obvious that the music teacher did an excellent job of preparing the children, not only for their performance, but also provided them the background and history of the selections.

The UW School of Education web site states that becoming a teacher means developing the art and skill of interacting with, motivating, inspiring and respecting others. Excellent teachers have the ability to interact effectively across diverse racial, cultural, linguistic, socioeconomic, gender and ability groups.

“Music is the perfect venue for celebrating diversity and introducing unfamiliar cultures to students.”

Multicultural education skills are im- portant aspects of effective teaching and learning across all subject and certification areas. Expanding awareness, knowledge and skills in these areas positively impacts the social and psychological development of children as well as their academic achievement. It creates a positive and inclusive classroom environment and school community leading to academic excellence and high expectations for all children. (UW web site)

Music is the perfect venue for celebrating diversity and introducing unfamiliar cul- tures to students. It can serve to enhance critical thinking skills in students as well. By incorporating the musical background and preferences of all students, teachers cannot only access prior knowledge but also create a community of learners who benefit from the contributions of each other. (Grant, Carl and Gomez, Mary

Louise. Making Schooling Multicultural,

2001)

pierce@sbcglobal.net

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