Using Music to Teach for Cultural Competence
A Musical Tour Teaches About Culture and National Traditions
Jul 6, 2009
The World Music: Cultural Traditions audio programme artfully combines recorded example tracks, which are on CD or tape. [Haberman.1994] There is a description of each track for easy teacher and student reference. These are accompanied by introductory essays that become the material for lessons. Lessons are supported by student worksheets, which are to be completed after listening to the tracks.
It seems wise to listen to the tracks both when the students are reading and then again when answering the questions. There are answers to the questions at the back of the book against which students can check their knowledge. As well as the answer key, there is a glossary of world musical terms at the back of the book and plenty of space for teachers and students to journal about other valued information.
An Introduction to Music From Around the World
It is suggested by the author that before beginning what can become an entire unit of work, teachers read the introduction with the students. This essay is a very good explanation of why students should become interested in the music of other cultures.
After a very brief history of how musical instruments were developed, Haberman goes on to talk about how difficult it can be to listen to the music of other cultures at first. It becomes easier, he says, once sensitivity to the nuances of a variety of different musical languages is experienced. Once this sensitivity begins to develop an appreciation of, and sense of wonder at, both the commonalities and differences between cultures begin to emerge.
Becoming Sensitive to Cultures
Haberman warns that students need an invitation to begin listening with an open mind. What seems strange at first will later become engaging and attractive. He warns that just because a student might like one piece of music more than another, it does not mean it is better than it, only that it is different from other pieces with which a student may resonate. He asks students to allow themselves to be transported by the music, so that they become able to appreciate the amazing variety of human cultures that cohabit the earth.
Recorded Examples of International Music
There are 66 tracks of music, which vary in length from one to three minutes in duration. Each track can be pre-cued when using the CD version of the programme. This means that the music can be operated via remote control. There are one paragraph descriptions of the music that are meant to be read to the class before the music is played. This is done to give the students some idea of what they are about to experience. Once the song or music has been played it is time for class discussion.
In Depth Examination of the Music of Different Cultures
Each piece of music is accompanied by an essay, which can be read by the student as homework or discussed in class as a group. It is recommended by the author that students read and discuss the essay prior to listening to the music.
Having pre-read this material, students are now asked to listen to the music. They do this whilst reading the questions, which accompany each track. While they listen they are expected to analyse the music, taking note of the experience. Students will require plenty of time to listen and to think about the music. They will want time to gather their thoughts before making class responses. Play the music to the students as many times as they seem happy to hear it. The more they hear the music, the more they will become accustomed to nuance of style. Repeated exposure to the music will encourage an appreciation of musical intricacies that they may miss on first hearing.
There will be a variety of responses and questions posed by the students. There may be many acceptable answers to questions about and ponderings on the music in question. Teachers are advised to base the facilitation of class discussion on students’ responses to and feelings about the music, as well as factual information provided by the author.
This programme should kindle a sense of excitement for music from around the world. Hopefully students may start taking notice of music they hear around them. They may begin to suggest music to play while the class works quietly and they may ask to explore the music of other cultures on spaces like YouTube. This is the beginning of cultural competency a valuable attribute for the modern day classroom.
Resource:
Haberman. R., World Music: Cultural Traditions. Glencoe. McGraw Hill. New York. 1994
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