CALIFORNIA STATE UNIVERSITY, NORTHRIDGE DEVELOPING INTERCULTURAL l\ AWARENESS THROUGH ~IDSIC A thesis submitted in partial satisfaction of the requirements for the degree of Master of Arts 1n Music by Sylvia Crompton June, 1974 ., i The thesis of Sylvia Crompton is approved: ~ttee Chairman California St~t~ University, Northridge May, 1974 ii • TABLE OF CONTENTS Page Abstract v Chapter I. INTRODUCTION 1 Purpose of the Study . 1 Importance of the Study . 1 Clarification of Terms . 1 II. BRIEF OVERVIEW OF CULTURAL CONCEPTS . 3 Definition, Derivation and Development . 3 Elements of Folk Culture . 7 III. MAJOR ETHNIC GROUPS 11 Hawaiian . 11 Black-American . 18 Spanish-American . 30 IV. DEVELOPING THE MUSIC PROGRAM . 37 Cultural Objectives 37 Musical Objectives . 38 Basic Concepts . 39 V. CURRICULUM FRAMEWORK 45 Sample Units ... 45 Cultural Materials of Related Interest . 54 The Changing Role of the School 58 iii Chapter Page VI. EVALUATION OF THE PROGRAM 60 Suggested Outcomes . 61 VI I. SUMMARY . 64 BIBLIOGRAPHY . 67 APPENDIXES . • e • • • • • • • • • • • • -. • 73 A. RECORDS 74 B. SONGS FROM THE CALIFORNIA STATE SERIES 77 iv r~----------~·-------~--------- ___ ,. ____________________________________ .. _________________________ ~----~---·--·---·-----~--, I I l i I I I I ABSTRACT I I DEVELOPING INTERCULTURAL I AWARENESS THROUGH MUSIC I l by I Sylvia Crompton I Master of Arts in Music May, 1974 It is the purpose of this thesis to develop a I! !comprehensive music program which will encourage students I ! Ito strengthen self-esteem, to gain cultural perspective, I l land to achieve musical goals. 1- Many school communities have existing racial and I j cultural experiences which directly affect student rela- jtionships and academic achievement. As particular situa- 1 I tions arise, schools must have access to teaching programs i which will enable them to respond to these situations. A l I jworkable curriculum framework has been devised to use I I • 1 mus1c as a means of increasing multicultural awareness and I / understanding. I I I Three major ethnic groups have been selected mainly' ! j I i 1 for their significant differences: Hawaiian- -representing : t-·-------------------------·--.,----------------------------- ---------- --~ ----- _________j v an emerging cultural group; Black American--compatriots of America for hundreds of years; and Spanish-American-­ prominent in the cultural spectrum. Generally, human culture is a collective name for all behavior patterns socially acquired and socially trans­ mitted from one generation to the other. Music is part of civilization's culture. The most significant Western influence on Hawaiian music-hymn singing and stringed instruments--strongly affected the folk elements. The music of black people in the United States has developed its own characteristic style, from the tradi­ tional African work songs, dance songs and satirical songs. Spanish and Mexican Americans form an important segment of the population in California and the American Southwest. In developing the music program, cultural objec­ tives are: attitudes of acceptance; unit studies with intercultural emphasis; and use of textbooks presenting a sympathetic and honest approach toward diverse cultural groups. Musical objectives are: to teach basic concepts of rhythm, melody, harmony, form and timbre; improving vocal skills; to explore the vast resources of ethnic musical literature; and to increase appreciation of ethnic music. vi Sample units of the curriculum framewor~ for each ethnic group include: general overview, song materials, musical concepts, source books, enrichment materials and cultural materials of related interest. Multicultural programs better prepare youth to function in a changing society. Multicultural programs maintain individuality and preserve cultural and ethnic identities. A music program projecting a well-defined emphasis on intercultural awareness is important in pro­ moting mutual respect, social co-operation and communi­ cation in today's expanding multicultural world. vii r~-~-----·--------------------~---------.. ---------~------~-------------------------·--------~--.. ------------~--------·-··--~ ! ' ! I . ! l l I I I CHAPTER I I I I I INTRODUCTION i ,I I. I l Purpose of the Study I Many school communities have existing racial and ~cultural experiences which directly affect student rela­ !tionships and academic achievement. As particular situa- 1 ltions arise, schools must have access to teaching programs i !which will enable them to respond to these situations. I In order to fulfill this need, it is the author's !purpose to develop a comprehensive music program which will. l !encourage students to relate to and recognize individual I I !cultural integrity and worth. I Importance of the Study The importance of this study is to use music as of the means of enriching the quality of education; an l education aimed at increasing multicultural awareness and I 1 understanding. I l Clarification of Terms Ii An explanation concerning terminology is necessary. I The term "Spanish Surname" refers to those people whose l !background is essentially that of Spanish origin and whose 1_ __ .. ____________ -:------------·· ···-·:--~---------·----:__ _____ , _______ ;-----------·--------.......... _, ________ ,_________ j 1 2 Spain and other predominantly Spanish-speaking countries. 1 ! jspanish-American does not, therefore, imply Mexican origin !although many individuals in the "Spanish Surname" group !have immigrated from Mexico. I This study will be concerned with three major ethnic groups, mainly because of their significant differ- lences: I 1. Hawaiian--representing an emerging cultural group. ! 2. Black American--compatriots of America for hundreds· i of years. I 3. Spanish-American--prominent in the cultural spec- I trum. I I ! L------------------~------- - r---------~-----------~-----------·-------~-------------~----~-------~-- ·-------------------------------------------·---------- 1 I l I CHAPTER II i I BRIEF OVERVIEW OF CULTURAL CONCEPTS I Definition, Derivation and Development What do we mean by culture? The German word Ku1tur I 1appears in a first edition of the German Dictionary in 1793 I )and had the meaning of cultivating or becoming cultured. jGustav E. Klemns, 1802-1867, published in 1843 the first I !volume of his ALLGEMEINE CULTURGESCHICHTE der MENSCHHEIT, Ia history of culture, subsequently completed in ten volumes, I lin 1852. In 1854 and 1855, he published ALLGEMEINE CULTUR- 1 1 WISSENSCHAFT in two volumes·, the science of culture. i l Civilization is an older word than culture in both IFrench and English, and also in German. In English, civ- ! lilization was associated with the task of civilizing others~ I I I In eighteenth century German, the word civilization still !emphasized relation to the state, somewhat as in the Eng- 1 llish verb to civilize--to spread political development to I jother people. The French verb civiliser was in use during I - i 1 this time, with the sense of polishing manners, becoming I sociable or urbane as a result of city life. 1---------------- f 1Alfred Kroeber, Culture: A Critical ReYie~ ~f 1 Concepts and Definitions (New York: Vintage Books, 1952), . I p.- . I L~--------------------------------------~------------------~--------------------------···--------~------------_j 3 4 r----·---------------·-·-······---------~------·-··-----·-·····-·----···-·--·-----···--·-··---·---~----.. -----~·--···~-----------·-·--··---·-------·1 ~ The Dutch term for civilization and cult~~e, 1 ! jbeschaving, literally shaving or polishing, came up in the I /late eighteenth century. Beschaving, with the sense of !cultivation, came to denote also the condition of being ! !cultivated, and blocked the spread of civilisatie, the I !French term, by acquiring the sense of culture. However, lin the twentieth century, heschaving was increasingly dis­ jplaced by cultur. j The usage of "culture" and "civilization" in vari- lous languages has not been clear. Webster's unabridged I !Dictionary defines both "culture" and ''civilization" in !terms of the other. "Culture" is said to be a particular !state or stage of advancement in civilization. "Civiliza­ ltion" is called an advancement or state of social culture. lin both popular and literary English the tendency has been Ito treat them as near synonyms, though "civilization" has i !sometimes been restricted to "advanced" or "high" cultures.! ! . i ISomet1mes there is a tendency to use the term civilization I !chiefly for literate cultures: Chinese civilization but Eskimo culture. There is, however, a distinction of civilization from culture in American society. Civilization is con- ,sidered as impersonal and objective. A scientific law can i lbe verified by determining whether specific relations uni- formly exist. By using the same operations each time, the ; . I l"ame results will occur no matter who performs the J -------------------·--·--------··-----------------··----·--·--·--------...C.:-_j ' 5 r·--·-··---------------~---·-·---·------------ .. ·--~--- ··-------~------· ------- .................. ·------· ---- ··-· ........ _.. _.., ..... _.............. ------··- ------..... --l jOperations. Culture on the other hand is considered thor- · I ioughly personal and subjective simply because no fixed and l ,lciearly defined set of operatibns is available for deter- !mining the desired result. It is this basic difference t /between the two fields which accounts for the cumulative ! !nature of civilization and the unique (non-cumulative) l