Multicultural Music Education Attitudes, Values, and Practices of Public School Music Teachers

Multicultural and popular music content in an American music teacher education program

“…Several years later, McClellan (2002) likewise found 'positive attitudes' among instrumental music education majors toward the inclusion of multicultural music in the instrumental music curriculum. However, both Moore and McClellan found that general music teachers and pre-service instrumental teachers, respectively, deemed their preparation for teaching multicultural music as inadequate, and 64 percent of K-12 music teachers in another study reported having received no multicultural music training in their undergraduate programs (Legette, 2003). In sharp contrast, music education professors (N ϭ 9) reported satisfaction with their students' overall preparation for teaching the national standards in grades K-4 (Adderley, 2000).…”

General Music Teachers’ Backgrounds and Multicultural Repertoire Selection

“…Previous studies focused on increasing positive attitudes among teachers toward music from different cultures in order to find ways for teachers to include more such music in their music classes (Fung, 2007; Knapp, 2012; Teicher, 1997). However, researchers have found that there is no significant relationship between teachers’ positive attitudes and utilization of multicultural music (Legette, 2003; Petersen, 2005). This study also found that teachers’ positive attitudes toward multicultural music education might not necessarily result in the inclusion of multicultural repertoire for their classes.…”

“…Figgers (2003) found a significant relationship between middle school choral directors’ positive attitudes toward world music and its inclusion in their music classes. In contrast, Legette (2003) found that music teachers did not include many pieces from other cultures in their classes, in spite of their high confidence and positive attitudes toward teaching music from diverse cultures. Petersen’s (2005) study also indicated that Arizona elementary general music teachers’ personal attitudes, personal behaviors, and professional behaviors concerning multiculturalism might not have influenced their utilization of multicultural music education.…”

“…Directives in the 1994 National Standards for Arts Education and the 2007 Tanglewood II Declaration to integrate multicultural music education also prompted the implementation of music from diverse cultures into classrooms (Mason, 2010). Identifying the value of multicultural music education to (a) reflect the increasingly diverse student population in the United States (Legette, 2003; Teicher, 1997), (b) foster students’ global perspectives (Anderson & Campbell, 2011), and (c) enhance understanding of different cultures and people (Elliott, 1995), many music educators and ethnologists have provided ideas and resources for integrating multicultural materials into the music curriculum (Volk, 2004).…”

Richness of Diversity: Music of the World and Intercultural Education

“…Drugim riječima, nastavnici bi trebali postati učenici svojih učenika, učitelji koji uče (Kelly-McHale, 2013). Tako je Legette (2003) proveo istraživanje kojemu je bila svrha ispitati stavove, uvjerenja i praktična iskustva nastavnika glazbe u američkim javnim školama s obzirom na interkulturalizam u nastavi glazbe. Rezultati su pokazali da ispitanici (N = 394) deklarativno podržavaju interkulturne sadržaje u nastavi glazbe (99%).…”