Enhancing students' proficiency in multicultural music through participatory learning management

Abstract

Today's education is confronted with rapidly rising cultural diversity in the context of international education.  Multicultural instruction and the implementation of participatory learning concepts are essential tools for building a learning environment that fits the requirements of students.  Knowledge is no longer restricted to professors in this day and age of readily available information.  Teachers must not be self-centered.  This method of learning is known as interactive learning.  This article employs participatory learning in multicultural instruction as a case study to show how it might improve learners' understanding of musical cultural variety.

Multicultural music studies are ideal for collaborative learning, especially in ethnically varied classes.  Students should be given opportunity to discuss their experiences with one another in order to create an appreciation of cultural diversity.  Teachers play an important role in transferring collaborative learning information to real-world circumstances, assisting students in recognizing and avoiding ethnic stereotypes, especially when confronted with musical cultures other from their own.  Classroom activities demonstrated that students gained a better awareness and respect for musical cultural variety, thanks in part to the opportunity to learn with classmates from other cultural backgrounds