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general music

Living Globally Through Music:

The Student’s Viewpoint

Jane Klein, WMEA State Chair, General Music

As teachers we could spend hours discuss- ing how music is the bridge between cultures and how we can best teach the world through music. But what do our students think? I gave my exploratory

music classes discussion questions about this connection. Here are a few of their replies along with some ideas on how to promote this education in general music classrooms.

references that includes making native instruments, playing traditional song and dance games and singing folk songs from around the world. This site can be accessed at: http://www.teachervision. fen.com/multiculturalism/resource/8388. html?detoured=1

“Every culture has different music which makes every culture special and unique.”

~ Leonardo, Nathan and Rogelio

Turn your students into aspiring ethnomu- sicologists by having them research and report on music traditions from countries around the world. By listening to celebra- tion songs, work songs, folk songs, etc. students discover the unique aspects of the people of the world. This project could also be assigned to provide the opportu- nity for the students to discover their own cultural heritage through music.

“I think you can explore different cultures by listening to their music. The music can reveal their lifestyles, languages, economy and personalities of the country’s people.”

~ Mason

Have a large world map displayed in your classroom that students can easily refer- ence. Throughout the year as you listen to songs, discuss composers and study instru- ments, have students mark the country of origin. Dialogue that occurs with this pro- cess strengthens the connection students make with the world through music.

“You can be German, Chinese, Ameri- can or any ethnicity but if you know the language of music, you can communi- cate to the world as one.”

~ Shane, Nick and Gabe

The language of music transcends cul- tures. The general music classroom is also the perfect place to compare the written language of music. Along with the study of traditional Western notation, include lessons that compare how pitch and dura- tion are notated in other regions such as the Arab world, India, Russia, China or Japan. Include discussions on the importance of oral traditions for the teaching and learn- ing of music in other cultures.

“You can learn about the world by lis- tening to the different instruments that come from other countries.” ~ Pa Nou and Melonie

World music drumming, making instru- ments or discovery sites on the Internet where students can see and hear ethnic instruments are all ways to foster world learning through the study of instruments. Teacher Vision has an extensive library of multicultural lessons, printables and

40

“Other cul- tures can listen to our music and learn

about us.” ~ Ethan

Continued on page 42

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