An exploration of the relationships between cultural background and music preference in a diverse elementary orchestra class.
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Rebecca B. MacLeod, Associate Professor (Creator)
- Constance McKoy, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: The purpose of this research was to investigate the music performing and
learning mode preferences of fourth- and fifth-grade elementary students who
were enrolled in an elective orchestra class in a culturally diverse elementary
school. We were interested in exploring whether students’ self identified race
or ethnicity influenced the songs that they preferred learning on their string
instruments and whether they preferred learning “by ear” or by reading music
notation. Thirteen fourth-grade and 14 fifth-grade students (N = 27) participated
in the study. During a nine-week period, they studied one song each associated
with the African American and Mexican American culture, and one song from
the standard Western European classical repertoire for orchestra. There was an
overall trend for students to prefer music from a culture other than their own.
Participants were nearly evenly divided in their preference to learn the songs by
reading notation or “by ear.”
An exploration of the relationships between cultural background and music preference in a diverse elementary orchestra class.
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Created on 12/3/2013
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Additional Information
- Publication
- Language: English
- Date: 2012
- Keywords
- culturally responsive teaching, rote learning, music reading, elementary school ,
string music education, music education