Multicultural music: Attitudes and practices of expert general music teachers in Oregon

The purpose of this study was to determine the attitudes and practices of selected expert general music teachers (n = 6) in Oregon with regard to the implementation of multicultural music. The investigation was conducted using an on-site observation guide, an interview guide, and a fourth-grade student survey for each school. A Likert scale was used as the measurement device for the surveys (n = 354), followed by an analysis of the general statistical data produced.; The primary questions in this study were: (1) With regard to multicultural music, what were the teaching approaches and philosophy of each selected music teacher? (2) How was multicultural music practiced in the general music classroom? and (3) What were the perceptions of their students with regard to multicultural music, and how was this consistent with the teachers' own attitudes and practices? The following related issues were discussed: (1) selection and age appropriateness of music; (2) authenticity of music; (3) foreign languages; (4) integration of curriculum; (5) Western vs. non-Western music; (6) extra-musical teaching objectives; (7) influence of background and training; and (8) preservice and inservice teacher training.; Findings indicated that multicultural music was an important part of the music curriculum for these teachers. Extra-musical objectives that played a role in their teaching were: developing a sense of community in the classroom, problem-solving, musical creation and expression, an awareness of similarities and differences, and respect for self and others. Student responses revealed positive feelings toward music class in general and the music of various cultures. Data showed that neither the enrollment size, student ethnicity, nor location of the school played a role in how students responded toward multicultural music; rather the greatest influence was that of the teacher's attitude and practices in the classroom.; Findings demonstrated how music teachers dealt with the changing cultural dynamics in their classrooms and implemented multicultural music in their classes. These teachers proved to be important catalysts in defining and clarifying the challenges and issues of multicultural music education. In addition to current educational requirements in music teacher training, issues pertaining specifically to multicultural music must be addressed.