Teaching music, learning culture: The challenge of culturally responsive music education Tracy Rohan A thesis submitted for the degree of Doctor of Philosophy (Music) at the University of Otago, Dunedin, New Zealand. April 2011 ~ i ~ ~ ii ~ Abstract This research investigates experiences of music teaching and learning within culturally diverse school communities and examines the ways cultural diversity informs pedagogical practices in music education. The following key questions were investigated: In what ways is music education, as experienced by the participants, informed by or responsive to cultural diversity? What barriers to culturally responsive and inclusive music education are identified? What do students and teachers believe about content and pedagogy within a successful music programme? The project used a collective case study methodology and sought perspectives from teachers and students within high schools in New Zealand, Australia and the United States, each selected for participation based on its reputation for offering successful music education practice within a culturally diverse school community. The principal conclusions are that while most of the teacher participants articulated positive views regarding cultural diversity, as well as a belief that pedagogical decisions should not privilege Western musics or musicianship, student perceptions reflected a limited understanding of the global diversity of musical expression and experience. Most students expressed interest in participating in more inclusive, culturally diverse music education programmes. Key barriers identified by students and teachers to a more inclusive and informed educational response to cultural diversity were: assessment requirements, the limiting nature of school choral and instrumental ensembles, performance schedules, festivals and competitions, the conservative nature of teacher education experience for some teachers, lack of resources and professional development. The implications of the research findings are that music educators need to foster a more critical approach that includes some explicit teaching of culturally inclusive values, operationalised through culturally informed and responsive pedagogical practices. ~ iii ~ Acknowledgements Grateful thanks go to the following people who have contributed to the successful completion of this project. Bruce and Chloe Cull Professor John Drummond Professor Henry Johnson Professor Patricia Campbell Associate Professor Rita Klinger Associate Professor Peter Dunbar-Hall The University of Otago Research Committee. Most particularly, my gratitude goes to the teacher and student participants in New Zealand, Australia and America who shared their views with such interest, enthusiasm and generosity. I wish them all the best for future music teaching, making and sharing. ~ iv ~ Table of Contents Abstract ............................................................................................................................ iii Chapter 1 Introduction ..................................................................................................... 1 Research Questions ........................................................................................................... 1 Terms and Definitions ...................................................................................................... 5 Chapter 2 Literature Review ............................................................................................ 9 Introduction....................................................................................................................... 9 Culturally Responsive Music Education ........................................................................ 11 Pedagogical Issues .......................................................................................................... 24 Authenticity of Music Examples, Setting, and Transmission Methods.......................... 39 Student Perspectives ....................................................................................................... 49 Teacher Perspectives ...................................................................................................... 56 Chapter 3 Methodology ................................................................................................... 69 Introduction..................................................................................................................... 69 Theoretical Framework ................................................................................................... 69 Research Methods and Procedures ................................................................................. 73 Validity and Generalisability .......................................................................................... 81 Ethical Considerations .................................................................................................... 83 Chapter 4 New Zealand Case Study .............................................................................. 84 Auckland, New Zealand ................................................................................................. 84 Overview of the Context of High School Music Education in New Zealand ................ 84 About the Schools ........................................................................................................... 94 Student Biographies ........................................................................................................ 95 Teacher Biographies ..................................................................................................... 102 Results of Interviews with New Zealand Students ....................................................... 107 Results of Interviews with New Zealand Teachers ...................................................... 127 Key Themes .................................................................................................................. 144 Discussion ..................................................................................................................... 150 Implications .................................................................................................................. 156 Chapter 5 Australian Case Study ................................................................................. 159 Sydney, New South Wales ........................................................................................... 159 Overview of the Context of High School Music Education in Sydney, Australia ....... 159 About the Schools ......................................................................................................... 164 Student Biographies ...................................................................................................... 165 ~ v ~ Teacher Biographies ..................................................................................................... 172 Results of Interviews with Sydney Teachers ................................................................ 191 Key Themes .................................................................................................................. 207 Discussion ..................................................................................................................... 211 Implications .................................................................................................................. 216 Chapter 6 American Case Study .................................................................................. 223 Seattle and Cleveland, USA ......................................................................................... 223 Overview of the Context of High School Music Education in North America ............ 223 About the Schools ......................................................................................................... 230 Student Biographies ...................................................................................................... 231 Teacher Biographies ..................................................................................................... 240 Results of Interviews with American Students ............................................................. 244 Results of Interviews with American Teachers ............................................................ 261 Key Themes .................................................................................................................. 275 Discussion ..................................................................................................................... 280 Implications .................................................................................................................. 286 Chapter 7 Conclusion .................................................................................................... 289 Question 1: In what ways is music education, as experienced by the participants, informed by or responsive to cultural diversity? .......................................................... 291 Question 2: What barriers to culturally responsive and inclusive music education are identified? ..................................................................................................................... 293 Question 3: What do students and teachers believe about content and pedagogy within a successful music programme? .....................................................................................