Dilemmas and Optimisation Strategies for Cross-cultural Music Curriculum Implementation Oriented Towards Cultural Diversity in Music.

Abstract

This study explores the issues and the optimisation ideas involved in the implementation of Cross-cultural Music Teaching Curriculum in the direction of cultural diversity in music. Curriculum diversity cannot be achieved by adding repertoire from other places in an unchanged educational environment, according to this view. Meaningful cross-cultural pedagogy should consider the musical context, means of transmission, student identification, teacher expertise, power relations in the classroom, and ethical representation of live cultures. Recurrent implementation tensions (e.g., shallow repertoire inclusion, decontextualised listening, teacher preparation, assessment mismatch, and unequal authority given to particular musical knowledge systems) are examined in this paper through the lens of multicultural, intercultural, global, culturally responsive and socially-just music education literature. This is a literature review of concepts, not real data, and there are no results from a particular educational system. Contextualised learning, dialogic pedagogy, community interaction, reflective teacher development and evaluation are used to propose an optimal path for intercultural musical understanding in this study. It believes that in presenting the curriculum, diversity will be more appealing to learners if it is shown as a way of learning rather than a list of cultural attributes.