1. Learning about other cultures through music

2. Key issue addressed by the study  This study explored pupils’ descriptions of their learning after two different teaching approaches –one focused on music knowledge –the other focused on the cultures from which the music came

3. The different kinds of learning that took place  Both groups acquired similar musical skills such as playing a rhythm pattern on a drum  The pupils who discussed cultures gained more knowledge of other cultures  The pupils who discussed music concepts gained more musical knowledge

4. What the pupils learned about other cultures  Comments made by pupils in the group focusing on the cultures from which the music came showed more empathic insights about other cultures, for example –“ Even when the music of someone’s culture sounds weird to me, it’s just different and that’s ok” –“I learned that you don’t have to be of the culture to be able to understand what they mean”

5. The difference made by discussion  The researcher found that discussions accompanying pupils’ musical experiences influenced the way they responded to the music and culture  If teachers didn’t engage pupils in explicit discussion about cultural issues pupils tended to react negatively to unfamiliar musical styles and/or cultures

6. The researcher’s conclusions  Musical and cultural knowledge do not need to be mutually exclusive  Teachers could adopt a balanced approach to integrating musical and cultural teaching

7. Who were the children in the study?  170 pupils aged 10-11 years  The pupils were –from four schools –mainly white with middle to upper-middle socio- economic status

8. How was the information gathered?  At the end of the unit pupils wrote about what they had learned based on two writing prompts  I learned that … (to measure knowledge and understanding)  I learned how to … (to measure pupils’ perceptions or acquired skills)

9. How can teachers use the evidence in this study?  The findings indicate that linking music and culture develops both pupils’ musical skills and their understanding of other cultures –Could you use the wealth of world music that is available as resources for listening, appraising, performing and composing activities? –Could you include discussion about the society and the cultures of people from other cultures in some of your lessons alongside the music they produce?

10. How can school leaders use the evidence in this study?  The study suggests the need to make greater use of the cultural capital music offers and to create opportunities for discussion about social factors underpinning music from different countries – Are there ways you could develop your use of music in assemblies, school performances and as accompaniments to displays to create a shared understanding of different cultures? –To help teachers less confident about conducting cultural discussions about music, could you suggest they work with more experienced colleagues or adults from the community beyond the school to develop their skills?

11. Follow-up reading  Study reference: Abril, C R Learning outcomes of two approaches to multicultural music education Journal of Music Education (2006) 24 ( 1) pp. 30-42  Summary available at: www.standards.dfes.gov.uk/research/themes/Ethnic ity/multiculturalmusic/ www.standards.dfes.gov.uk/research/themes/Ethnic ity/multiculturalmusic/ www.standards.dfes.gov.uk/research/themes/Ethnic ity/multiculturalmusic/

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