Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs

Joseph, Dawn; Nethsinghe, Rohan; Cabedo–Mas, Alberto

doi:10.14221/ajte.2018v43n5.3

Cited by 17 publications

(19 citation statements)

References 18 publications

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“…When teaching f2f or when using Skype, we were challenged to keep to time, and had to reduce some of our PowerPoint presentation information. We also had to pace our teaching as students found singing in a different language difficult (Joseph & Trinick, 2018; Shirai, 2007). We found our students enjoyed learning about the cultural aspects of the song; it seemed less daunting than performing the song.…”

Section: Discussionmentioning

confidence: 99%

“…Music education is also included within ITE programs (courses) at higher education institutes in both countries. Building on our 2018 paper (Joseph, Nethsinghe, & Cabedo-Mas, 2018), this article explores whether collaborative teaching (face-to-face [f2f] and Skype) is an effective way to teach songs from different lands that can foster cultural diversity. Our study includes student voices at each of the sites.…”

Section: Introductionmentioning

confidence: 99%

“…We agree with Kenny (2017) that the music classroom can be the ideal place to start culturally responsive teaching where students learn about other cultures. By discussing and performing music that is culturally and socially relevant, students do learn about developing cross-cultural competence (Anderson & Campbell, 2010; Cabedo-Mas, Nethsinghe, & Forrest, 2017; Joseph & Trinick, 2018; Kenny, 2017; Lee, 2018). Through the teaching of songs, any cultural understandings that learners have may improve, as Ilari, Chen-Hafteck, and Crawford (2013) point out: “singing songs from different cultures may play important roles in the construction of our identities and in how we perceive and understand others, and ultimately ourselves” (p. 202).…”

Section: Introductionmentioning

confidence: 99%

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“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

Joseph

Nethsinghe

Cabedo–Mas

2019

International Journal of Music Education

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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

Joseph

Nethsinghe

Cabedo–Mas

2019

International Journal of Music Education

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“…Rather, research has focused on the implementation of new ways to engage learners with traditional audio. For instance, teacher educators have used podcasts (Schreiber & Klose, 2017), audio feedback (Johnson & Cooke, 2016), audio-based stories (Piwinsky, Everett, Fulton, & Ross, 2020), and songs or song-writing (Joseph, Nethsinghe, & Cabedo Mas, 2018). This is not to suggest there has been a lack of advancements in audio.…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Ambisonic Audio to Improve Presence, Focus, and Noticing While Viewing 360 Video

Ferdig

Kosko

Gandolfi

2020

JVWR

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Research has provided evidence of the value of producing multiple representations of content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. For instance, teacher education students who were once taught through two-dimensional video are now being presented with interactive, three-dimensional content (e.g., simulations or 360 video). Users in old and new formats, however, still typically receive monophonic sound. A limited number of research studies exist that have examined the impact of combining three-dimensional sound to match three-dimensional video in learning environments. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio. Results provided evidence that ambisonic audio increased perceived presence for those familiar with the content being taught, led to differentiation in what ambisonic viewers noticed compared to monophonic groups, and improved participant focus in watching the 360 video. Implications for the development and implementation into virtual worlds are discussed.

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“…She has lived and worked in Australia for the past two decades. She contributes to this article as a colleague who has written widely in the area of promoting and fostering of intercultural understandings in ITE programmes (Joseph, 2003(Joseph, , 2016Joseph & Human, 2009;Joseph, Nethsinghe, & Cabedo-Mas, 2018). In this article, we argue the need to culturally prepare ITE students when undertaking placements in India or in any other developing economies, particularly in Asia.…”

Section: Introductionmentioning

confidence: 97%

Intercultural practicum: Perceptual learning through video in the pandemic context

Joseph

Johnson

2020

teacherswork

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In our work with Australian initial teacher education (ITE) students our emphasis is on encouraging students to understand different cultural practices. Drawing on narrative reflection, we discuss intercultural and pedagogical concerns in which ITE students undertake international practicums. We recognise these students have a predominantly Western lens when undertaking practicums in Asian countries. To address this issue a video A Day in the Life… of Tamil School Children (https://youtu.be/vPdiogRR-Ig) in India was produced to change, improve and help students learn about the social and cultural environment of the ‘international student’. Students who took part in previous international practicums agreed that the video was an effective tool for cultural familiarisation. During this time of COVID-19 with travel restrictions abroad, the video resource serves as an effective visual pedagogy to build cultural understanding, embrace diversity, enable perceptual learning and empowering students to cultivate intercultural understandings of ‘the other’.

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Creating Multicultural Music Opportunities in Teacher Education: Sharing Diversity through Songs

Cited by 17 publications

References 18 publications

“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands

The Use of Ambisonic Audio to Improve Presence, Focus, and Noticing While Viewing 360 Video

Intercultural practicum: Perceptual learning through video in the pandemic context

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