As we work to connect equity to our curriculum and pedagogy, a rhizomatic approach may provide a valuable lens for reconsidering traditional conventions. Such an approach underlines interconnected multiplicity with a noncentered, nonhierarchical emphasis. Applying a rhizomatic method, I offer music teachers some practical applications to challenge…

International-mindedness is defined in many different ways in education discourse. Some of the definitions include the ability to be open-minded and respectful of cultures and peoples or having an awareness of the interconnectedness of people not only intellectually but also with growing empathy. Do music educators have any role in helping…

A number of scholars have investigated the roots of the "Arirang," although the origins are debated. Most agree that the original form of the song "Arirang" was first found upstream from Seoul along the Han River. The lyrics told the story of a woman waiting for her lover on the bank of the river. The term "Arirang"…

This article offers information that will allow music educators to incorporate North Indian classical vocal music into a multicultural music education curriculum. Obstacles to teaching North Indian classical vocal music are acknowledged, including lack of familiarity with the cultural/structural elements and challenges in teaching ear training and…

This article provides guidance for music teachers who want to introduce Korean folk music to their students. It introduces "Arirang"--both a specific folk song and a category--and describes three different versions: the "Miryang Arirang," the "Jindo Arirang," and the "Gyeonggi Arirang." The…

Over the past several decades, the changing face of America and the diversification of its schools have been catalysts for a strong movement among music educators to promote the adoption of a more global perspective in the music classroom. Educators are encouraged to integrate into their curricula a varied repertoire representing musical cultures…

The year 2007 marks the centennial celebration of MENC: The National Association for Music Education. Anniversaries mark important milestones in the development of a professional association. They provide an occasion for remembering past achievements and envisioning future directions. MENC, which was initially known as Music Supervisors National…

Performing music of another culture can give a direct, visceral experience that listening alone cannot. If music is to function as a bridge between cultures, as a performer one must be ready to move out of one's comfort zones and experience music in a completely new way. The musical expressions of a culture come from the shared beliefs of that…

Indian film industry is the largest film industry in the world, with an output roughly three times that of Hollywood. This popular world music could easily be an exciting part of a multicultural music education curriculum. This music not only exposes students to an entirely new musical genre and cultural industry, but can also change their…

In this article, the author presents a framework for measuring the validity and appropriateness of multicultural materials for inclusion in the music curriculum. Music educators continually try to help students understand music within its cultural context. To meet this goal, music materials should approach some level of authenticity. The author…

Two perceptions that lie at the crux of the difficulties facing music in America are the old idea that music is a universal language and the perception of America as a cultural melting pot. (RM)

In looking for historical evidence of multicultural music education, one finds a discrepancy between actual history and reported history. (RM)

Criticizes the U.S. tendency to emphasize the European musical tradition to the exclusion of other cultural influences. Notes the ease of learning about other musical traditions. Argues that music teachers and students alike can benefit from multicultural materials. Suggests that multicultural music education can heighten respect for the U.S.…

Presents a resource list of mostly non-Western music education materials for use in teaching elementary and middle school children. Divides the works into (1) general surveys and multicultural song and story collections; (2) videotapes, audio series, and anthologies; (3) videos and soundtrack recordings for specific culture areas; and (4)…

Any music teacher who has planned a holiday concert knows about the politics underlying the selection of appropriate music. Some students do not sing carols or cite lyrics that refer to fictional characters such as elves, goblins, or Harry Potter. Still others do not sing the national anthem. To these students or their parents, such songs…