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Multiculturalism and the representat...

Schmidt, Catherine Marie.

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Multiculturalism and the representation of culture in the 1995 elementary music series textbooks: A discourse analysis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Multiculturalism and the representation of culture in the 1995 elementary music series textbooks: A discourse analysis./
Author:	Schmidt, Catherine Marie.
Description:	492 p.
Notes:	Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0541.
Contained By:	Dissertation Abstracts International61-02A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9927359
ISBN:	0599627107

Multiculturalism and the representation of culture in the 1995 elementary music series textbooks: A discourse analysis.
Schmidt, Catherine Marie.

Multiculturalism and the representation of culture in the 1995 elementary music series textbooks: A discourse analysis. - 492 p.

Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0541.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.

This study provides a close reading of the grade three and grade five textbooks from the two music series published in 1995, The Music Connection , published by Silver Burdett Ginn, and Share the Music, published by Macmillan/McGraw-Hill. It analyzes the textbooks for: (1) the impact discourses of multicultural education circulating both generally and within the discipline of music education have had on their representation of culture, (2) the perspectives about knowledge that inform these books, and (3) the influences of various other dominating discourses in music education on the manifestation of multiculturalism in music textbooks. The research in this study begins from the premise that the encoded messages embedded within the music textbooks reflect discourses within society at large and within the institutionalized discourses in both education and music education, that these discourses are constructed, and that they may contain conflicting values and multiple perspectives within and between them. As such, these encoded messages and the knowledge contained in the textbooks are also socially, institutionally, and historically constructed and are intricately connected with issues of power. Multiple, interwoven, and often contradictory discursive strands are evident within the music series books. In representing cultures, these textbooks reflect influences of the multicultural movement in music through more specific labeling of musical materials accompanied by increased amounts of detailed cultural context. At the same time, both series include examples of overgeneralized and stereotyped representations of culture providing evidence of influences from prevailing power relations in society. Despite the strong multicultural focus presented by the textbooks, the perspectives on musical knowledge evidenced in the focus of curricular lesson materials and assessment activities illustrate conflicting values. Culture-centered lesson activities are few and knowledge related to cultural perspectives is rarely assessed resulting in multicultural curricula that consists mostly of add-ons leaving the core untouched. This study concludes that aesthetic music education discourses valuing music as an aesthetic object apart and outside of culture clearly undermine discourses from multicultural music education and ethnomusicology that view music as a vital part of culture.

ISBN: 0599627107Subjects--Topical Terms:

1017808
Education, Music.

Multiculturalism and the representation of culture in the 1995 elementary music series textbooks: A discourse analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 61-02, Section: A, page: 0541.
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502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1999.
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