In search of a motivating multicultural music experience: Lessons learned from the Sounds of Silk project

The aim of the Sounds of Silk project was to develop an interdisciplinary educational program that combines the study of Chinese music and culture with the goal of motivating students\u27 learning. It involved three schools, six teachers and 250 fifth- and sixth-grade students in New York City. Participants explored three topics in Chinese music and culture through live demonstrations by Chinese musicians, classroom lessons and student creative projects over a 10-week period. The daily life, philosophies and festivals of people in China were studied in relation to Chinese music. Results revealed that multicultural music can motivate learning when it (a) provides novelty and interest in class, (b) is relevant and meaningful, and (c) is based on a student-centered curriculum with practical creative activities. An interdisciplinary approach to multicultural music education and a broad perspective on music education with a focus on the enrichment of students\u27 life experiences are recommended. Copyright © 2007 International Society for Music Education

Effects of the pitch relationship between text and melody in Cantonese songs on young children's singing

SIGLEAvailable from British Library Document Supply Centre-DSC:DXN015255 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Pulling the river: The interactions of local and global influences in chinese early childhood music education

Educators in China are facing challenges as a tug-of-war between local culture and global influences in Chinese early childhood music educations plays out. By exploring the situations of Hong Kong and Nanjing, the authors demonstrate a wide gap between policy and practice. The top-down policy from government officials is based on global views of education. It cannot work without providing the necessary support for teachers, parents, and children based on an understanding of local cultural beliefs. Four factors need to be considered in bridging this gap. The aims of the policy must be appropriate; resources necessary should be available, capacity of the practitioners has to be adequate, and the local environment should be carefully considered. © 2008 Taylor & Francis Group, LLC

The responses of preschoolers with cochlear implants to musical activities: A multiple case study

The purpose of this study was to investigate the musical experiences of preschool cochlear implant users. Research objectives were to examine: (1) musical, social and emotional responses to activities; and (2) whether length of experience with the implant influenced responses. Participants were three prelingually deafened children, age 4, attending a Deaf school in the Northeastern USA. Cochlear implant experience of Child A, Child B and Child C was three years, one year and one month, respectively. Qualitative data including lesson and video transcripts and researcher field notes were coded into musical, social and emotional response categories. Data analyses revealed participants’ ample musical responses and that cochlear implant experience had an impact upon participants’ singing. Music educators must consider the individual differences of the prelingually deafened child modifying lesson design and content to meet their various needs

The engagement in musical activities of young children with varied hearing abilities

This multiple case study examined the musical experiences of five hard-of-hearing/deaf children (hearing loss ranging from 35-95 dB) and four typical-hearing children, ages 3-4. Their responses to various musical activities were observed and analysed using flow indicators. It was found that both groups of children: (1) were capable of engaging in musical activities; (2) demonstrated musical knowledge in musical structure, musical styles, beat and rhythmn; (3) expressed their need to communicate through music; (4) showed that their quality of flow experience was dependent upon individual characteristics; and (5) indicated that their exhibition of flow experience was affected by the nature of musical activities. It was concluded that musical activities can be pleasurable for hard of hearing/deaf children even if their perception of music is different from children with typical hearing. There is a need for a variety of activities that can encourage development of various skills and aspects of flow experience. Teachers need to respect children\u27s different learning needs and believe in their learning abilities. © 2011 Taylor & Francis

Singing and cultural understanding: A music education perspective

This article explores the relationship between singing and cultural understanding. Singing emerges in infancy and develops through processes of enculturation and socialization. When we sing songs from diverse cultures, we are granted with opportunities to learn about the cultures of others, and gain a better understanding of our own. Thus, 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. Cultural understanding, however, is complex in nature and multi-layered. Even if research findings concerning the relationship between singing and cultural understanding are mixed, we argue that there is value in enhancing students\u27 cultural understanding through singing multicultural songs. Singing multicultural songs can also promote the well being of students. It is beyond the education of music. It is about a comprehensive education of humans as social beings and music as a human endeavor. © 2013 The Author(s)