Bibliographic Details
| Title: |
Challenging Eurocentric Pedagogies in the Music Classroom. |
| Alternate Title: |
Remise en question de l’enseignement eurocentrique dans les cours de musique. |
| Authors: |
Vitale, John L.1 |
| Source: |
Canadian Music Educator / Musicien Educateur au Canada. 2024, Vol. 65 Issue 3, p14-23. 10p. |
| Subject Terms: |
*Music classrooms, *Teachers, *Music teachers, *Music education, Eurocentrism, Musical notation |
| Geographic Terms: |
Canada |
| Abstract (English): |
Eurocentric music education is not a “one size fits all” approach to teaching and learning, particularly since many students do not relate nor connect with such formal and prescribed pedagogy. Hence, classroom music teachers have a responsibility to investigate and explore non-Western methods of musical practices, particularly since many classrooms in Canada are culturally diverse. This article does not debase traditional methods of music education but instead seeks to foster new and novel pedagogical techniques that are more inclusive and diverse, ultimately cultivating the growth of music programs while simultaneously inspiring more students to value and appreciate music as a lifelong endeavour. The principal goal of this article, therefore, is to provide eight rationales that collectively address the following question: Would music education acutely benefit from dispensing with traditional Eurocentric pedagogies rooted in the reading of standard musical notation? [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
L’éducation musicale eurocentrique n’est pas une approche d’enseignement qui convient à tous, surtout quand on constate que ses méthodes formelles et prescriptives ne fonctionnent pas pour bon nombre d’élèves. Par conséquent, ceux qui enseignent la musique à l’école ont la responsabilité d’explorer les pratiques musicales non occidentales, d’autant plus que de nombreuses classes au Canada comptent plusieurs élèves issus de différentes cultures. Cet article ne cherche pas à dénigrer les méthodes traditionnelles d’éducation musicale, mais vise plutôt à promouvoir des approches pédagogiques novatrices plus inclusives et diversifiées, afin de faire évoluer les programmes de musique, ce qui permettra ultimement à un plus grand nombre d’élèves de valoriser et d’apprécier la musique tout au long de leur vie. Le principal but de cet article est de présenter huit arguments pour répondre à la question suivante : L’éducation musicale gagnerait-elle en efficacité si elle se distanciait de l’enseignement traditionnel eurocentrique axé sur la lecture de la notation musicale conventionnelle? [ABSTRACT FROM AUTHOR] |
|
Copyright of Canadian Music Educator / Musicien Educateur au Canada is the property of Canadian Music Educators' Association / L'association canadienne des musiciens educateurs and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
