Culturally responsive and meaningful music education: multimodality, meaning-making, and communication in diverse learning contexts
Article
Article Title | Culturally responsive and meaningful music education: multimodality, meaning-making, and communication in diverse learning contexts |
---|---|
ERA Journal ID | 10149 |
Article Category | Article |
Authors | Barton, Georgina (Author) and Riddle, Stewart (Author) |
Journal Title | Research Studies in Music Education |
Journal Citation | 44 (2), pp. 345-362 |
Number of Pages | 18 |
Year | 2022 |
Publisher | SAGE Publications Ltd |
Place of Publication | United Kingdom |
ISSN | 1321-103X |
1834-5530 | |
Digital Object Identifier (DOI) | https://doi.org/10.1177/1321103X211009323 |
Web Address (URL) | https://journals.sagepub.com/doi/10.1177/1321103X211009323 |
Abstract | Music is learned and taught in multiple ways dependent on the socio-cultural contexts in which learning occurs. The processes employed by music teachers have been extensively explored by music educators and ethnomusicologists in a range of contexts, although there has been limited research into which modes are most predominantly used in different socio-cultural contexts. Further, it is unknown how students make meaning in these different contexts. This article presents three distinct music learning and teaching contexts—Carnatic music, instrumental music in Australian schools, and online music learning. Using a socio-cultural semiotic tool to identify musical modes, this article examines the ensembles of modes used during music learning events and considers how this knowledge may improve the learning and teaching of music for all students, particularly those whose culture and language differs from the majority of the population. It aims to identify how students make meaning in learning contexts through distinct modes of communication. Findings demonstrated that different “ensembles of modes” were used in diverse learning contexts and that these approaches were influenced by socio-cultural contexts. It is important for teachers to understand that varied combinations of modes of communication are possible because students may find learning more meaningful when related to their own personal frames of reference. Without this knowledge, music learning and teaching practices may continue to privilege some modes over others. |
Keywords | communication, culturally responsive pedagogy, learning and teaching, meaningful music education, meaning-making, multimodality |
ANZSRC Field of Research 2020 | 360306. Musicology and ethnomusicology |
390101. Creative arts, media and communication curriculum and pedagogy | |
Byline Affiliations | University of Southern Queensland |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q6577/culturally-responsive-and-meaningful-music-education-multimodality-meaning-making-and-communication-in-diverse-learning-contexts
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