This action, non-experimental, empirical, descriptive study using a survey technique was aimed at observing the immediate reality of one particular urban school in one cosmopolitan city of the United States of America’s Pacific Northwest. The purpose of this study was to narrate the listening perceptions of 137 fifth and sixth grade elementary aged children while they compared two examples of music: USA east coast rap versus European classical music. Their responses to 24 survey questions were the basis for exploring the idea that social-economic values reflected in bias are affecting their listening perceptions. Moreover, the purpose of this research was to attain a deeper understanding of the researcher’s student population in order to support a student-driven and culturally responsive music praxis. Survey data were organized into four categories. Category One: Listening perception of the music styles used in the study related to cultural, subcultural affiliation or preference. Category Two: Listening perception of the music styles used in the study related to value. Category Three: Listening perception of the music styles used in the study related to education. Category Four: Listening perception of the music styles used in the study related to aesthetic adjectives such as beauty and rightness. These four categories were developed to elicit information to be discussed in relation to the question: When comparing rap and classical music do fifth and sixth grade children consider and associate classical European music as a superior form of art to rap, thus having a tendency to undervalue music styles of their own musical cultures or subcultures? Results were reported in percentages and discussed pertaining to the immediate reality of the participants in this study. Overall, participants perceived classical music in more positive terms, thus supporting the empirical observations from the researcher that originated this study. Moreover, the results from this study are a platform for future studies pertaining to listening perceptions, and the role that elementary music curricula is playing in the acculturation/education of children in elementary schools
