Culturally Responsive and Meaningful Music Education: Multimodality, Meaning-Making, and Communication in Diverse Learning Contexts

Autor/inn/en	Barton, Georgina; Riddle, Stewart
Titel	Culturally Responsive and Meaningful Music Education: Multimodality, Meaning-Making, and Communication in Diverse Learning Contexts
Quelle	In: Research Studies in Music Education, 44 (2022) 2, S.345-362 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riddle, Stewart)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X211009323
Schlagwörter	Culturally Relevant Education; Music Education; Music Teachers; Cultural Context; Foreign Countries; Teaching Methods; Cultural Differences; Electronic Learning; Student Diversity; Intermode Differences; Learning Modalities; Australia + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kultureller Unterschied; Lernumgebung; Australien
Abstract	Music is learned and taught in multiple ways dependent on the socio-cultural contexts in which learning occurs. The processes employed by music teachers have been extensively explored by music educators and ethnomusicologists in a range of contexts, although there has been limited research into which modes are most predominantly used in different socio-cultural contexts. Further, it is unknown how students make meaning in these different contexts. This article presents three distinct music learning and teaching contexts--Carnatic music, instrumental music in Australian schools, and online music learning. Using a socio-cultural semiotic tool to identify musical modes, this article examines the ensembles of modes used during music learning events and considers how this knowledge may improve the learning and teaching of music for all students, particularly those whose culture and language differs from the majority of the population. It aims to identify how students make meaning in learning contexts through distinct modes of communication. Findings demonstrated that different "ensembles of modes" were used in diverse learning contexts and that these approaches were influenced by socio-cultural contexts. It is important for teachers to understand that varied combinations of modes of communication are possible because students may find learning more meaningful when related to their own personal frames of reference. Without this knowledge, music learning and teaching practices may continue to privilege some modes over others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01