World Music Pedagogy Course Resources
Teaching Music Globally
Experiencing Music, Expressing Culture
By Patricia Shehan Campbell
Teaching Music Globally provides teachers and students of music education with ideas and techniques for engaging their students in the study of the world's musical cultures. Offering a large selection of exercises and activities of varying difficulty, this text is a guide for teachers of elementary through university level students—in band, choir, general music, orchestra, and any other school music classes—who seek to establish a comprehensive musical understanding for students living in a global era.
Experiencing Music, Expressing Culture
By Bonnie C. Wade
As the cornerstone of the Global Music Series, Thinking Musically, Third Edition, explores musical diversity by integrating the sounds and traditions of world cultures. Bonnie C. Wade discusses how various cultural influences-gender, ethnicity, mass media, westernization, nationalism, and acculturation-are shaping music and the ways that we experience it.
Music, Education, and Diversity
Bridging Cultures and Communities
By Patricia Shehan Campbell
This book provides important insights for educators in music, the arts, and other subjects on the role that music can play in the curriculum as a powerful bridge to cultural understanding. The author documents key ideas and practices that have influenced current music education, particularly through efforts of ethnomusicologists in collaboration with educators, and examines some of the promises and pitfalls in shaping multicultural education through music. The text highlights World Music Pedagogy as a gateway to studying other cultures as well as the importance of including local music and musicians in the classroom.
World Music Pedagogy, Volume I
Early Childhood Education
By Sarah H. Watts
World Music Pedagogy, Volume I: Early Childhood Education is a resource for practicing and pre-service music educators wishing to explore the intersection of early childhood music pedagogy and music in cultural contexts across the world. Focusing on the musical lives of young children in preschool, kindergarten, and grade 1 (ages birth to 7 years), this volume provides an overview of age-appropriate world music teaching and learning encounters that include informal versus formal teaching approaches and selections of appropriate musical and associated learning aids and materials. It implements multi-modal approaches encompassing singing, listening, movement, storytelling, and instrumental performance.
World Music Pedagogy, Volume II
Elementary Music Education
By J. Christopher Roberts, Amy C. Beegle
World Music Pedagogy, Volume II: Elementary Music Education delves into the theory and practices of World Music Pedagogy with children in grades 1-6 (ages 6-12). It specifically addresses how World Music Pedagogy applies to the characteristic learning needs of elementary school children: this stage of a child’s development—when minds are opening up to broader perspectives on the world—presents opportunities to develop meaningful multicultural understanding alongside musical knowledge and skills that can last a lifetime.
World Music Pedagogy, Volume III
Secondary School Innovations
By Karen Howard, Jamey Kelley
World Music Pedagogy, Volume III: Secondary School Innovations provides a rationale and a resource for the implementation of World Music Pedagogy in middle and high school music classes, grades 7–12 (ages 13–18). Such classes include secondary general music, piano, guitar, songwriting, composition/improvisation, popular music, world music, music technology, music production, music history, and music theory courses. This book is not a depository of ready-made lesson plans but rather a tool to help middle and high school teachers to think globally in the music classroom.
World Music Pedagogy, Volume IV
Instrumental Music Education
By Mark Montemayor, William J. Coppola, Christopher Mena
World Music Pedagogy, Volume IV: Instrumental Music Education provides the perspectives and resources necessary to help music educators craft world-inclusive instrumental music programs in their teaching practices. Given that school-based instrumental music programs—concert bands, symphony orchestras, and related ensembles—have borne musical traditions that are broadly reflective of the heritage of Western art music and military bands, instructors are often educated within the European conservatory framework. Yet a culturally diverse and inclusive music pedagogy can enrich, expand, and transform these instrumental music programs to great effect.
World Music Pedagogy, Volume V
Choral Music Education
By Sarah J. Bartolome
World Music Pedagogy, Volume V: Choral Music Education explores specific applications of the World Music Pedagogy process to choral music education in elementary, middle, and high school contexts, as well as within community settings. The text provides clear and accessible information to help choral music educators select, rehearse, and perform a diverse global repertoire. It also guides directors in creating a rich cultural context for learners, emphasizing listening, moving, and playing activities as meaningful music-making experiences. Commentary on quality, commercially available world music repertoire bridges the gap between the philosophy of World Music Pedagogy and the realities of the performance-based choral classroom.
World Music Pedagogy, Volume VI
By Patricia Shehan Campbell, Chee Hoo Lum
World Music Pedagogy, Volume VI: School-Community Intersections provides students with a resource for delving into the meaning of "world music" across a broad array of community contexts and develops the multiple meanings of community relative to teaching and learning music of global and local cultures. It clarifies the critical need for teachers to work in tandem with community musicians and artists in order to bridge the unnecessary gulf that often separates school music from the music of the world beyond school and to consider the potential for genuine collaborations across this gulf.
World Music Pedagogy, Volume VII
Teaching World Music in Higher Education
By William J. Coppola, David G. Hebert, Patricia Shehan Campbell
World Music Pedagogy, Volume VII: Teaching World Music in Higher Education addresses a pedagogical pathway of varied strategies for teaching world music in higher education, offering concrete means for diversifying undergraduate studies through world music culture courses. While the first six volumes in this series have detailed theoretical and applied principles of World Music Pedagogy within K-12 public schools and broader communities, this seventh volume is chiefly concerned with infusing culture-rich musical experiences through world music courses at the tertiary level, presenting a compelling argument for the growing need for such perspectives and approaches.
Facing the Music
Shaping Music Education from a Global Perspective
By Huib Schippers
Facing the Music investigates the practices and ideas that have grown from some five decades of cultural diversity in music education, developments in ethnomusicology, and the rise of ‘world music.’ It makes a case for the crucial role of learning music in shaping rich and diverse musical environments for the twenty‐first century, both in practical terms and at a conceptual level: “what we hear is the product of what we believe about music.” Advocating a contemporary, positive and realistic approach to cultural diversity in music education and transmission, the book takes into account and celebrates the natural dynamics of music, regarding every musical act as an expression of its current contexts in terms of cultures, communities, and underlying constructs, and establishing that “most music travels remarkably well.”