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Multicultural Resources: Including Technology and the Internet

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Title: Multicultural Resources: Including Technology and the Internet
Language: English
Authors: Burton, Bryan
Source: General Music Today. Win 2004 17(2):40-40.
Availability: MENC Subscription Office, P.O. Box 1584, Birmingham, AL 35201. Web site: http://www.menc.org.
Peer Reviewed: Y
Page Count: 6
Publication Date: 2004
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Resource Materials, Instructional Materials, Aesthetic Education, Music Education, Multicultural Education, Cultural Pluralism, Musical Instruments, Textbooks, Audiovisual Aids, Internet
ISSN: 1048-3713
Abstract: In the fourteen years since the 1990 MENC pre-conference symposium on Multicultural Approaches to Music Education in Washington, D.C., music educators have come to recognize the need to include a variety of world musics in all music curricula, from elementary classrooms to advanced performing ensembles. Accordingly, a significant increase in the availability of teaching materials has occurred, both in new classroom basal series and in teaching anthologies specifically targeting world music cultures. Given this new wealth of multicultural resource material, music educators can now select books, recordings, and other resources to involve students in many new forms of music without placing an undue strain upon increasingly limited classroom-music budgets. Some multicultural resource materials are general and provide overviews of two or more cultures; other resources focus upon a specific culture or ethnic group. This column examines a mixture of older materials and newer materials, including a DVD-only guide to children's music from Zimbabwe, a practical instruction manual for playing digeridoo, and a just released text seeking to demystify the music of South India for the music educator and ethnomusicologist alike. Both the guide to digeridoo playing and the South Indian resource also have Internet-based supplemental materials that expand on what is offered in print and are updated as needed by the authors to assure a continual flow of information to the music educator.
Abstractor: ERIC
Entry Date: 2005
Accession Number: EJ704551
Database: ERIC
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  Value: <anid>AN0013641904;9f601jan.04;2004Jul06.11:36;v2.1</anid> <title id="AN0013641904-1">Multicultural Resources: Including Technology and the Internet </title> <p>In the fourteen years since the 1990 MENC pre-conference symposium on Multicultural Approaches to Music Education in Washington, D.C., music educators have come to recognize the need to include a variety of world musics in all music curricula, from elementary classrooms to advanced performing ensembles. Accordingly, a significant increase in the availability of teaching materials has occurred, both in new classroom basal series and in teaching anthologies specifically targeting world music cultures.</p> <p>Given this new wealth of multicultural resource material, music educators can now select books, recordings, and other resources to involve students in many new forms of music without placing an undue strain upon increasingly limited classroom-music budgets. Some multicultural resource materials are general and provide overviews of two or more cultures (see "Multicultural Resources" in the Winter 1998 GMT for suggestions). Other resources focus upon a specific culture or ethnic group.</p> <p>This column examines a mixture of older materials still serving as among the best resources about a specific culture and newer materials, including a DVD-only guide to children's music from Zimbabwe, a practical instruction manual for playing digeridoo, and a just released text seeking to demystify the music of South India for the music educator and ethnomusicologist alike. Both the guide to digeridoo playing and the South Indian resource also have Internet-based supplemental materials that expand on what is offered in print and are updated as needed by the authors to assure a continual flow of information to the music educator.</p> <p>Natalie Kreutzer. Zimbabwe Children's Singing Games. Moscow, ID: University of Idaho, 2003. DVD.</p> <p>Zimbabwe Children's Singing Games is based on Natalie Kreutzer's dissertation research carried out in central Zimbabwe and features twenty singing games and dances in the Shona language. These songs, appropriate for children from ages three to ten, are presented with their cultural context, videos of Shona children singing, dancing, and playing, dance and game instructions, melodic framework, and pronunciation. Tendekai Kuture and Sheasby Matiure served as musical and cultural consultants for this project.</p> <p>The songs are categorized as chants, songs, two-part songs, lullabies, and dances. Although only two songs are identified specifically as dances, each song has some movement activity to accompany it. Also, several one-part songs contain optional second parts. As is the practice within Shona musical culture, the songs are intended to be presented through an aural learning process.</p> <p>The DVD menu is divided into two sections: Introduction and Song Selection. The Introduction is further divided into Rationale for Project, Background of Study, How to Use the DVD, Shona Vocabulary List, and Song Reference Guide. In the introduction, Kreutzer discusses the research project and its relevance and value in music education, and describes life in the Nharira Communal Lands in which she conducted her research. The vocabulary list offers Shona words for use in the classroom and contains both words from the songs and important terms drawn from narratives about each song.</p> <p>From the main menu, moving through the Song Selection menu is quite logical and easy to follow in presenting a song as part of an interactive classroom learning experience. After Song Selection is selected, a screen appears with a list of song names arranged by category. Simply scroll through this menu to the song you wish to view and select from Introduction to Song, Pronunciation Guide, Song Without Commentary, Song With Commentary, and Pronunciation Guide. "Amai vaRona" will serve as an example of how each song is presented.</p> <p>The introduction to "Amai vaRona" shows a typical family compound within the Nharira Communal Lands and examples of daily activities. As the video begins, two men are shown playing mbira and hosho as other family members go about daily tasks such as cooking, playing games, and so forth. Students see Shona lodgings, clothing, examples of courteous behavior, children playing, and more as the narration sets the song within its cultural framework. The song "Amai vaRona" is introduced as a lesson in manners with a rhythmic jumping and hand-clapping game accompanying the singing.</p> <p>Native speakers of the Shona language provide a word-by-word pronunciation in "Amai vaRona" in the Pronunciation Guide. Each word is repeated individually and as part of a phrase. Gradually, the speakers move from mere repetitions of the words to an "in rhythm" presentation ending with an approximation of the song melody--a very effective means of teaching the lyrics, rhythms, and melody in a seamless lesson.</p> <p>Of course, standard western notation is inadequate to accurately convey the pitches and rhythms of Shona music. The Musical Notation given on this DVD should be considered a musical framework to guide singing for those who prefer to use notation as a crutch for teaching songs from the culture. However, learning the songs aurally is more accurate both musically and culturally, and teachers are advised to use the singing by children as the final authority concerning how the song is to be performed.</p> <p>Finally, the song and activity are presented both with and without commentary. The commentary reviews contextual setting, explains how the song is typically performed, and provides instructions for dance, rhythmic movement, and games. Song Without Commentary is simply a video of Shona children and their teachers performing the musical activity.</p> <p>An insert provides a brief description of contents with each song identified through a short paragraph giving story, category of activity, and so forth.</p> <p>Zimbabwe Children's Singing Games offers as nearly a true "in the culture" experience as is possible without actually traveling to Zimbabwe. By showing the songs taking place in a family village setting with Shona children learning and performing under the guidance of their teachers and families, this interactive resource allows the music educator to absorb the entire culture instead of merely presenting a song or game from a printed textbook. The richness of this style of learning experience will not be lost on students in the music classroom as they become enthralled with observing "real" children from the culture sing, move, play and enjoy the musical activities.</p> <aug> <p>By Bryan Burton</p> <p></p> <p>Bryan Burton is professor of music education and coordinator of graduate studies in music at West Chester University of Pennsylvania in West Chester. E-mail: Bbcoyote@aol.com.</p> </aug>
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  Data: In the fourteen years since the 1990 MENC pre-conference symposium on Multicultural Approaches to Music Education in Washington, D.C., music educators have come to recognize the need to include a variety of world musics in all music curricula, from elementary classrooms to advanced performing ensembles. Accordingly, a significant increase in the availability of teaching materials has occurred, both in new classroom basal series and in teaching anthologies specifically targeting world music cultures. Given this new wealth of multicultural resource material, music educators can now select books, recordings, and other resources to involve students in many new forms of music without placing an undue strain upon increasingly limited classroom-music budgets. Some multicultural resource materials are general and provide overviews of two or more cultures; other resources focus upon a specific culture or ethnic group. This column examines a mixture of older materials and newer materials, including a DVD-only guide to children's music from Zimbabwe, a practical instruction manual for playing digeridoo, and a just released text seeking to demystify the music of South India for the music educator and ethnomusicologist alike. Both the guide to digeridoo playing and the South Indian resource also have Internet-based supplemental materials that expand on what is offered in print and are updated as needed by the authors to assure a continual flow of information to the music educator.
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