What we Have Works...or does it? Cultural Diversity in Canadian Music Curricula and Resistance to Change
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During a series of curriculum prototype sessions in Calgary, AB, between May and September of 2014, music teachers K-12 were given virtually carte blanche and encouraged to visualize a new curriculum with no boundaries. Two outcomes of the initial music educator’s meeting were a) teachers see specific areas for improvement in the existing curriculum but are generally satisfied with it, and b) the issue of cultural diversity is vital to some, moderately important to some, and to others, recognized but not important enough to change the current Western focus. This article examines the issue of declining enrolment in music courses between middle and high school and with it a case for inclusion of non-Western musics in the curriculum, reasons for continued Western music dominance, the emphasis on Western notation literacy, teacher beliefs, teacher training, and sustainability of diversity in music programs. It is meant to stimulate thought toward building more culturally diverse music programs in Canadian schools, from pre-service training to implementation.
The Canadian Music Educator
© 2014 Canadian Music Educators Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.