Learning about other cultures Learning about other cultures through musicthrough music

Key issue addressed by the studyKey issue addressed by the study This study explored pupils’ descriptions of their This study explored pupils’ descriptions of their

learning after two different teaching approacheslearning after two different teaching approaches– one focused on music knowledgeone focused on music knowledge– the other focused on the cultures from which the the other focused on the cultures from which the

music camemusic came

The different kinds of learning that took The different kinds of learning that took placeplace

Both groups acquired similar musical skills such as Both groups acquired similar musical skills such as playing a rhythm pattern on a drumplaying a rhythm pattern on a drum

The pupils who discussed cultures gained more The pupils who discussed cultures gained more knowledge of other culturesknowledge of other cultures

The pupils who discussed music concepts gained The pupils who discussed music concepts gained more musical knowledgemore musical knowledge

What the pupils learned about other What the pupils learned about other culturescultures

Comments made by pupils in the Comments made by pupils in the group focusing on the cultures from group focusing on the cultures from which the music came showed more which the music came showed more empathic insights about other empathic insights about other cultures, for example cultures, for example – “ “ Even when the music of someone’s Even when the music of someone’s

culture sounds weird to me, it’s just culture sounds weird to me, it’s just different and that’s ok”different and that’s ok”

– ““I learned that you don’t have to be of I learned that you don’t have to be of the culture to be able to understand the culture to be able to understand what they mean”what they mean”

The difference made by discussionThe difference made by discussion The researcher found that discussions accompanying The researcher found that discussions accompanying

pupils’ musical experiences influenced the way they pupils’ musical experiences influenced the way they responded to the music and cultureresponded to the music and culture

If teachers didn’t engage pupils in explicit discussion If teachers didn’t engage pupils in explicit discussion about cultural issues pupils tended to react negatively about cultural issues pupils tended to react negatively to unfamiliar musical styles and/or culturesto unfamiliar musical styles and/or cultures

The researcher’s conclusionsThe researcher’s conclusions

Musical and cultural knowledge do not need to be Musical and cultural knowledge do not need to be mutually exclusivemutually exclusive

Teachers could adopt a balanced approach to Teachers could adopt a balanced approach to integrating musical and cultural teachingintegrating musical and cultural teaching

Who were the children in the study?Who were the children in the study?

170 pupils aged 10-11 years170 pupils aged 10-11 years The pupils wereThe pupils were

– from four schoolsfrom four schools– mainly white with middle to upper-middle socio-mainly white with middle to upper-middle socio-

economic status economic status

How was the information gathered?How was the information gathered?

At the end of the unit pupils wrote about what At the end of the unit pupils wrote about what they had learned based on two writing promptsthey had learned based on two writing prompts

I learned that … (to measure knowledge and I learned that … (to measure knowledge and understanding)understanding)

I learned how to … (to measure pupils’ I learned how to … (to measure pupils’ perceptions or acquired skills)perceptions or acquired skills)

How can teachers use the evidence in this How can teachers use the evidence in this study?study?

The findings indicate that linking music and The findings indicate that linking music and culture develops both pupils’ musical skills and culture develops both pupils’ musical skills and their understanding of other cultures their understanding of other cultures – Could you use the wealth of world music that is Could you use the wealth of world music that is

available as resources for listening, appraising, available as resources for listening, appraising, performing and composing activities? performing and composing activities?

– Could you include discussion about the society and Could you include discussion about the society and the cultures of people from other cultures in some the cultures of people from other cultures in some of your lessons alongside the music they produce?of your lessons alongside the music they produce?

How can school leaders use the evidence How can school leaders use the evidence in this study?in this study?

The study suggests the need to make greater use of The study suggests the need to make greater use of the cultural capital music offers and to create the cultural capital music offers and to create opportunities for discussion about social factors opportunities for discussion about social factors underpinning music from different countriesunderpinning music from different countries– Are there ways you could develop your use of music in Are there ways you could develop your use of music in

assemblies, school performances and as accompaniments assemblies, school performances and as accompaniments to displays to create a shared understanding of different to displays to create a shared understanding of different cultures? cultures?

– To help teachers less confident about conducting cultural To help teachers less confident about conducting cultural discussions about music, could you suggest they work with discussions about music, could you suggest they work with more experienced colleagues or adults from the more experienced colleagues or adults from the community beyond the school to develop their skills? community beyond the school to develop their skills?

Follow-up readingFollow-up reading

Study reference: Study reference: Abril, C RAbril, C R Learning outcomes of Learning outcomes of two approaches to multicultural music education two approaches to multicultural music education Journal of Music Education (2006) 24 ( 1) pp. 30-42Journal of Music Education (2006) 24 ( 1) pp. 30-42

Summary available at: Summary available at: www.standards.dfes.gov.uk/research/themes/Ethnicity/multiculturalmusic/

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