Repertoire

The Impacts of Diverse Repertoire

When children learn music from diverse cultures, it can provide an outlet for students to develop a better understanding of music, language, culture and identity. It can also "boost their social skills in a multicultural and global society while developing a strong sense of self-identity and understanding of others (including those from cultures other than their own)," as shown in the figure below (Ilari, 2013, pp. 203-204).

Where to Start

Selecting repertoire requires deep thought around the student population it will be presented to, the values of the community and the authenticity of the piece selected. Music educators must thoroughly examine the hidden curriculum. We can think of hidden curriculum as how different cultures are represented, what proportion each culture is represented and if the educator's personal bias is impacting the presentation of such repertoire, for example. Hidden curriculum is undoubtedly embedded within the knowledge, skills, and values presented in any educational system (Great Schools Partnership, 2015). It can be thought of as a “political and social agreement” (Stabback, 2016, p.6) since it is a collection of unspoken values. Reform is necessary to shift the Eurocentric goals of general music programs toward diverse and inclusive values. This shift will create a celebration of diversity and, hopefully, help young people see the value in embracing and celebrating cultural diversity.

As educators we must turn to the students that are in our classrooms to learn what repertoire may serve them best. As Jacqueline Kelly-McHale said, "If, as teachers, we learn to listen to the words, observe the actions, and seek the examples our students bring to the music classroom, we will become better able to expand our repertoire and curriculum and better serve the student instead of the tradition with which we most closely identify. We must be students of our students; we must become teachers who learn," (2013, p.212).

Selecting Culturally Valid Repertoire

Examining the music's validity will help prevent appropriation of music and culture. "Ensuring that music is culturally valid will help to provide students with an understanding of the music, another culture, and ultimately, themselves," (Abril, 2006, p. 42).

Below are a few guiding questions inspired by Abril's 2006 article. Consider these questions while searching for new, culturally valid repertoire.

Know the Publisher

Is the publisher reputable and reliable?
What is the publisher's philosophy regarding cultural heritage?
What information is provided about the piece?
What information can you find through research?

Know the Musician

Is the musician or composer a culture bearer? If not, does the musician or composer have extensive understanding of the culture?
Was the work inspired by a musical culture or is the idea directly from that culture?

Know the Context

What is the social, political, cultural and historical context of the piece?
Where does the piece come from geographically?
How will this information be presented to students?
What is the translation of the text?

Performance

Does the piece come with performance details?
Are there authentic recordings of this piece available?
What musical characteristics are common for this culture?
Are there any professionals or community members that are culture bearers or have extensive understanding of the culture?

Review Old Repertoire

When reviewing the repertoire you currently teach, the same questions from above apply. There is a surprising list of songs still taught in the general music classroom are racist, sexist, display adult content, and/or are not culturally valid. To save you some time, consider cross-referencing your repertoire with this document, Songs with a Questionable Past compiled by Lauren McDougle. Songs with a Questionable Past is a working document that clearly outlines commonly used repertoire and the reason why the song has a questionable past.

Discover New Repertoire

On The Web

In Print

- Step It Down by Bessie Jones
- El Patio de Mi Casa: 42 Traditional Rhymes, Chants, and Folk Songs from Mexico by Gabriela Montoya-Stier
- Routledge World Music Pedagogy Series
- De Colores and Other Latin American Folksongs for Children by Jose-Luis Orozco
- Roots and Branches: A Legacy of Multicultural Music for Children by by Patricia Shehan Campbell, Ellen McCullough-Brabson, and Judith Cook Tucker
- Silent Temples, Songful Hearts: Traditional Music of Cambodia by Patricia Shehan Campbell and Sam-Ang Sam

References

Abril, Carlos R. “Music That Represents Culture: Selecting Music with Integrity.” Music Educators Journal, vol. 93, no. 1, [Sage Publications, Inc., MENC: The National Association for Music Education], 2006, pp. 38–45, https://doi.org/10.2307/3693429.

Great Schools Partnership. (2015, July 13). Hidden curriculum definition. The Glossary of Education Reform. https://www.edglossary.org/hidden-curriculum/

Ilari, B., Chen-Hafteck, L., & Crawford, L. (2013). Singing and cultural understanding: a music education perspective. International Journal of Music Education, 31(2), 202–216. https://doi.org/10.1177/0255761413487281

Kelly-McHale, J. (2013). The Influence of Music Teacher Beliefs and Practices on the Expression of Musical Identity in an Elementary General Music Classroom. Journal of Research in Music Education, 61(2), 195–216. https://doi.org/10.1177/0022429413485439

Stabback, P. (2016, March). What Makes a Quality Curriculum. UNESCO. unesdoc.unesco.org/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_import_7a36cb54-1044-443b-88da-66c2a0fb7df9?_=243975eng.pdf&to=41&from=1

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