What does it mean to teach intercultural competence? Do we need to travel to “other” places? In what way does content need to reflect the traditions of “other” cultures? How can popular musics inform our teaching of these skills? Drawing on the guidelines in the AAC&U Intercultural Knowledge and Competence VALUE Rubric, I argue heavy metal music can serve as a model for using music to increase students’ intercultural knowledge, competency, and awareness, as well as their ability to critically reflect on issues in their own society, including gender, race, and class. I provide background on the genre and explore why it serves as a useful tool for intercultural learning conversations. In making direct connections between the measures in the VALUE rubric and class activities and concepts, this approach can model how others may incorporate intercultural learning and competencies into a wide range of courses.

教授跨文化能力意味着什么？我们需要去“其他”地方吗？内容需要以什么方式反映“其他”文化的传统？流行音乐如何使我们掌握这些技能？我认为，根据AAC＆U跨文化知识和能力VALUE Rubric中的指南，重金属音乐可以作为使用音乐来提高学生的跨文化知识，能力和意识以及他们对问题进行批判性思考的能力的模型。自己的社会，包括性别，种族和阶级。我提供了该类型的背景知识，并探讨了为何将其用作跨文化学习对话的有用工具。在VALUE准则中的措施与课堂活动和概念之间建立直接联系时，