Contextual analyses of children's responses to an integrated Chinese music and culture experience

Abstract

The present research investigated the effects of an interdisciplinary program on Chinese music and culture, based on a sociocultural approach to multicultural music education. The program was introduced to 250 fifth- and sixth-grade children in three schools in New York, USA. Reports and questionnaires were collected from the teachers, students, evaluator and administrator. Documentation of students’ work was also examined. Qualitative analysis was conducted to study the context and effects of the program on each school. Results imply that whether multicultural music education experience can lead to positive cultural understanding and attitude depends on many factors, including teachers’ attitude, teaching approach, and the students’ learning environment. It was suggested that a flexible student-centered curriculum using the sociocultural approach can enhance the positive effects of multicultural music education. The effects include an increase in cultural and musical knowledge, learning motivation, positive attitude towards people from other cultures, and self-confidence for students from the minority cultures.

Acknowledgements

The Sounds of Silk project was funded by the New York Community Trust and the National Endowment for the Arts. This project would not have been realized without the vision and dedication of its founder and administrator, Melissa Buyum, from the China Institute of America.