This study started with the aim of overcoming social problems such as identity confusion, maladjustment, and cultural conflict of immigrants arising from the global multiculturalization phenomenon. Multicultural education using music closely related t...
This study started with the aim of overcoming social problems such as identity confusion, maladjustment, and cultural conflict of immigrants arising from the global multiculturalization phenomenon. Multicultural education using music closely related to human emotions is necessary to encourage changes in perceptions and to devise long-term solutions. This study pursued an in-depth exploration of the 'sound' and 'art' of the music itself as well as the acquisition of the 'culture' and 'context', which are the core of multicultural music, through reflective music activities such as social communication.
A multicultural music education guidance plan was designed by utilizing the seven stages of Elliott's reflective Musical Practicum, which emphasizes the importance and context of introducing multicultural music in school and behavior-oriented education. After selecting four contexts and music pieces, the classes were organized into 12 sessions of three consecutive lessons for each context, and Elliott's Alternative Teaching-learning strategies were appropriately placed within the content of each activity to help develop musical thinking and acquire the context of multicultural music.
In the 1st to the 3rd periods, students wrote lyrics within a religious context, and made characterized music suitable for the subject of religious music to utilize Appreciative music thinking and knowing(MTK). They made and released the completed music after listening to the Hindu religious music of Bhajan. In the 4th to the 6th periods, students participated in composing within a linguistic context. They listened to children's songs in Kiswahili in East Africa, composed a melody that suits the rhythm and meaning of words, and presented them with native lyrics. Using a composition tool, they were able to go through Intuitive MTK of storing and sharing the composing process at all times, appreciating and criticizing each other's products, and gradually developing a musical design that can embody and communicate. In the 7th to 9th periods, they engaged in activities to create body expressions in an ethnic context. Listening to traditional hula music of Polynesians, and telling a story contained in music through body expressions. By creating a common product with the group members, they were able to acquire the value of active communication, and cultivate Ethical MTK that respects the value of other peoples' traditions. In the 10th to the 12th periods, improvising was performed within a historical context. It explored the similarity of Cuban music to other cultures, discovered historical significance, and expressed the current context of students as a joint improvising by combining them with the context of the music.
Through multicultural music classes used in the guidance plan of this study, students can discover the beauty and value of minority culture, actively communicate, feedback, and self-reflect, and learn the mental values of multiculturalism such as cooperation and conflict resolution. In addition, they can naturally acquire the context surrounding multicultural music and help develop musical thinking and knowing through in-depth music experience given by music making activities.