THE EFFECTS OF MULTICULTURAL MUSIC INSTRUCTION ON THE PERCEPTION OF AUTHENTICITY AND PREFERENCE FOR TEACHING MULTICULTURAL MUSIC

Abstract

” The purpose of this mixed-method study was to examine the relationship between undergraduate music education students’ multicultural music training, perceptions of authenticity of multicultural music, and preferences for teaching multicultural music. Students from selected universities (N = 71) listened to 16 excerpts of multicultural music and rated their perception of authenticity on a 4-point scale, and their preference for teaching the excerpt on a 7-point scale. Results demonstrated no differences in the perceptions of authenticity or preferences for teaching multicultural music between students who had taken a world music course and those who had not. Authenticity and preference responses were examined for a relationship. An analysis of variance demonstrated significant differences in preference ratings between excerpts of different authenticity ratings. Additionally, the perception of authenticity was found to be a significant predictor of preference. Qualitative data generally supported quantitative results. Students believed authenticity affected their preferences for teaching multicultural music and that they lacked the multicultural training necessary to make decisions about authenticity. Free response data also revealed that students relate authenticity to several other characteristics, including instrumentation, rhythm, language, performance, and other musical qualities. These characteristics are similar to those outlined by Volk (1998) in her four categories of authenticity. ” Quote of ‘Abstract’ from the Full Text.