Promoting Cultural Understandings through Song across the Tasman: Pre-Service Primary Teacher Education

Autor/inn/en	Joseph, Dawn; Trinick, Robyn
Titel	Promoting Cultural Understandings through Song across the Tasman: Pre-Service Primary Teacher Education
Quelle	In: Intercultural Education, 27 (2016) 2, S.201-215 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2016.1145394
Schlagwörter	Preservice Teacher Education; Elementary School Teachers; Music Education; Singing; Teaching Methods; Cultural Awareness; Proverbs; Creativity; Literacy; Learning Experience; African Culture; Pacific Islanders; Ethnic Groups; Foreign Countries; Cultural Pluralism; Music Teachers; Teaching Experience; Program Descriptions; Best Practices; Personal Narratives; Teacher Education Programs; Australia; New Zealand + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Musikerziehung; Gesang; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Sprichwort; Kreativität; Alphabetisierung; Schreib- und Lesefähigkeit; Lernerfahrung; Africa; Culture; Afrika; Kultur; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Ausland; Kulturpluralismus; Music; Musiklehrer; Erlebniserzählung; Australien; Neuseeland
Abstract	As tertiary music educators across the Tasman we argue that music, particularly song, is an effective medium for teaching and learning about non-western music when preparing generalist primary Pre-Service Teachers (PSTs). Using "voice" as a portable and accessible vehicle to transmit cultural understandings, we draw on the Zimbabwean proverb "if you can speak you can learn to sing and if you can walk you can learn to dance" to foster music creativity and enhance literacy development and confidence in our PSTs. Using narrative methodology, we share our teaching and learning experience at Deakin University (Australia) and the University of Auckland (New Zealand) where we include African and Maori music respectively as effective ways to promote cultural understandings. In our experience, the teaching of song goes beyond teaching a tune or something that is "fun". Rather, it is as an effective context for developing knowledge, skills and understandings about multiculturalism and the importance and need to be "inclusive of others". PSTs gained socially, linguistically, cultural and emotionally, to name a few. We encourage other music educators at all education levels to be culturally and linguistically inclusive and to explore non-western music as a positive teaching and learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01