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An examination assessing the impact of method of multicultural music instruction in a high school concert band rehearsal setting on students' preference for and identification of multicultural music
Abstract
The purpose of this study was to determine whether the inclusion of multicultural music using a cultural context approach in the high school concert band rehearsal setting affects students' identification of and preference for multicultural music. To examine this the following research hypotheses were developed. (1) There will be no significant difference in the world music preferences of high school students who receive instruction in band using a traditional context approach, a cultural context approach, or no instruction in encountering a piece of multicultural music. (2) There will be no significant difference in the ability of high school students who receive instruction in band using a traditional context approach, a cultural context approach, or no instruction to correctly identify other pieces of multicultural music from the same culture as that of the music studied as belonging to that culture. The subjects, 385 high school students from five different bands, were given the “World Music Preference Inventory” (WMPI) to assess musical preference and identification ability as a pre-test; no significant differences were found. The next five weeks the groups studied a Japanese work using a cultural or traditional context approach. Each group's lessons covered comparable musical content. The cultural context group also studied the history, culture, and music of Japan. At the end of five weeks students in all three groups were given the WMPI as a post-test. Initial ANOVA analysis revealed no significant differences among group WMPI post-test means for world music preferences or identification. However, a post-test questionnaire indicated WMPI length was a concern. A second ANOVA was run using an abbreviated WMPI score as the dependent measure. Again, no significant differences were found for preferences. A Fisher LSD post-hoc test revealed that the cultural group scored significantly higher than either the traditional or control groups for Japanese music identification at the .05 level.
Subject Area
Music education|Curricula|Teaching|Minority & ethnic groups|Sociology|Bilingual education|Multicultural education
Recommended Citation
Kuhn, William Frank, "An examination assessing the impact of method of multicultural music instruction in a high school concert band rehearsal setting on students' preference for and identification of multicultural music" (2000). ETD collection for University of Nebraska-Lincoln. AAI9997012.
https://digitalcommons.unl.edu/dissertations/AAI9997012