| The purpose of this study was to examine Taiwanese fourth-year and fifth-year pre-service music teachers' preferences for, familiarity with, and willingness to teach six ethnic music styles (i.e., Chinese, Hokkien, Hakka, Taiwanese Aboriginal, Vietnamese, and Indonesian) to the largest student cultural groups in Taiwan. Participants (N = 126) listened to 18 excerpts and rated their preferences for, familiarity with, and willingness to teach the ethnic music examples on seven-point Likert-type scales. As a validity check, the pre-service music teachers were required to identify the ethnic language in which each music example was performed. However, their abilities to identify the languages were not strongly correlated with their preferences for, familiarity with, and willingness to teach the music examples.;Findings indicated that the pre-service music teachers' preference and familiarity ratings were positively correlated to their willingness to teach the six ethnic music styles. Additionally, the participants' enrollment year, and the interaction between the year of enrollment and certificate level significantly affected the participants' familiarity with the ethnic music styles. Furthermore, music training was a significant variable that affected the participants' willingness to teach the Hokkien ethnic music style. Three open-ended questions regarding what the participants liked and disliked about the selected music and what would influence their willingness to teach the music examples were addressed to the pre-service music teachers. Participants' most common responses for these open-ended questions focused on music style, timbre, and language, respectively. |
