Kimberly Stromberg

World Music Advocacy Paper

July 15, 2013

The United States is made up of so many different cultures, that to only

teach the music of the U.S. origin is to ignore the music of our pupils origin.
In my case, over 50 percent of students in my district are Hispanic yet the
World Music curriculum given to me does not incorporate music of Spain,
Mexico, Cuba, Puerto Rico, or any other Latin American country. I want to
use their cultural music to instill pride and love of music in my students
because they are already connected to it. In addition to teaching music to
which my students already have a connection, we need to emphasize music
literacy of many cultures, meaning our students have the ability to
understand them (different cultural musics) and engage appropriately with
them so that we can enjoy and cherish them (Reimer, p.22).
Many of the articles I read talk about how the music must be taught
within context of the culture. The importance of this idea was made very
clear to me through this class. Robin Armstrongs article lists several
excellent resources for teachers who are looking to incorporate world music
into their curriculum. I particularly like the description of a series of videos
called Pilot Guide which show modern day examples of live musical
performances in modern context with historical background (Armstrong, p.
106). It is important that we teach both the general and unique (Johnston,
p. 443) to make sure the students know the common characteristics, but also
that not all music of that region is the same.

Kimberly Stromberg
World Music Advocacy Paper
July 15, 2013

Each time a new culture is introduced to the students, it does not have
to be in the same way. Although students like structure, they like variety
within that structure. Some of the ways Sarah Morrison has shared world
music with her students are listening to recordings, short research journeys
(papers), linking to other choirs outside of your area through technology,
singing songs in a new musical style or language, and participating in
International Music Festivals (Morrison, p. 23-24). I think these are great
ideas to incorporate into teaching World Music, but it falls short of
encompassing all the aspects of World Music.
When teaching music in a choral setting, as I do, we should value the
teaching method by which the particular culture teaches music and teach in
that style (Richardson, p. 70). Aural traditions are similar to written
traditions in that learning by that method is a skill, and takes practice. Even
if the students are learning a piece that is simple compared to some of the
masterpieces created within that culture, they will have a much better
appreciation for that music after experiencing their method of learning. I
believe students learn best by doing. Clifford Madsens article wants
students to be accepting of new concepts and should give each student the
ability to develop his/her basic musicianship as well as develop a true global
music understanding through a defined knowledge base, and the ability to
analyze, criticize, and choose alternatives based on a compelling personal
musical value system. This is best done through student involvement, and

Kimberly Stromberg
World Music Advocacy Paper
July 15, 2013

the inclusion of multicultural music experiences will lead to a greater

understanding of the worlds people (Madsen, p. 86, 87).
I know that most of my students will not go on to become music
educators, however I do feel that any student who chooses to should be
properly prepared. World Music is not a phrase specifically stated in current
music standards, but the desire for World Music in the curriculum comes from
the community and administration alike. In an article by Dawn Joseph and
Jane Southcott, Australian Music Education students were interviewed and
studied to see how prepared they were to teach World Music. In Australia
there is specific language in their standards that requires World Music,
however the language is ambiguous at best. The study found that although
there were a few students who were prepared to incorporate World Music
into their teachings, most knew of the concept but werent prepared to teach
it (Joseph and Southcott, p. 70). All teachers draw on their own experiences
when they teach, and I want my students to at least have the knowledge of
World Music that I gave them should they choose to go into teaching.
When teaching world music, there is some agreement that teachers
should start with the universal elements of music because this is what the
students already know (Blair and Kondo, p. 51). By using universal aspects
of music to discuss each cultures music rhythm, harmony, melody, timbre,
intensity, and form, students can develop a positive attitude for hearing
and discussing intelligently all types of music (OBrien, p. 41). It is also
helpful to use the instrument categories of chordophone, aerophone,
3

Kimberly Stromberg
World Music Advocacy Paper
July 15, 2013

membranophone, and idiophone that Curt Sachs proffered because not all
instruments fit into the categories of the traditional Western ensemble
(OBrien, p. 41).
Teaching multimusical culture (Reimer, p.21) is not just important for
musics sake. It is a way to teach acceptance of the unknown. We can teach
our students how to process new sounds and ideas with an open yet critical
mind so that they can determine what they think for themselves. I think this
is one of the best benefits of teaching World Music. Some people in our
current society believe public school is the place to remedy societal
inequities, (Richardson, p. 71) and although I dont agree with this
statement, I think this is a way in which we can help the cause.
Teaching World Music is essential in order to give students a
comprehensive music education. It teaches them to be respectful and
accepting of new ideas and sounds, incorporates history and culture, builds
on previous knowledge and vastly expands their range of knowledge on
which they can make connections in future learning. The United States is full
of different cultures, and our education should reflect and celebrate all that
these cultures have to offer.