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Perceptions of intercultural religious music and intercultural competence in a Southern U.S. public middle school eighth grade women’s choir: A case study
Research Studies in Music Education Pub Date : 2021-04-08 , DOI: 10.1177/1321103x20974806
Emily M Mercado

The purpose of this case study was to examine the researcher’s perceptions of student participants’ intercultural competence during rehearsals, focus groups, and interviews and the perceived benefits and challenges when implementing a researcher-designed curricular unit titled Religious Choral Music from the Christian, Jewish, and Muslim Worlds in one eighth grade middle school women’s choir. Using Deardorff’s intercultural competence process framework, which provides a method for exploring and categorizing elements of intercultural competence including attitudes, knowledge/skills, internal outcomes, and external outcomes, the researcher adapted Deardorff’s framework to represent how the student participants demonstrated intercultural competence during the music unit, focus groups, and interviews. The perceived benefits of the music unit included student participants’ emerging intercultural competence — their positive attitudes and knowledge of unfamiliar religions broadened their cultural understanding, and their internal and external behaviors demonstrated respect toward religious and cultural differences. The perceived challenges of the music unit included a lack of resources, assumptions that emerged as a result of teaching about religious music, and intersections that occurred for some between religious music at their school, home, and house of worship. Finally, implications for teaching practice based on these findings are that music teachers should consider engaging students in discussions surrounding the religious and cultural elements of diverse religious music intended to foster intercultural competence.



中文翻译:

美国南部公立中学八年级女子合唱团对跨文化宗教音乐和跨文化能力的感知:一个案例研究

本案例研究的目的是考察研究人员在排练,焦点小组和访谈期间对学生参与者的跨文化能力的理解,以及在实施由研究人员设计的名为“基督教合唱音乐”的课程单元时所感受到的好处和挑战,该课程由基督教,犹太教,和穆斯林世界在八年级的一个女子合唱团。利用迪尔多夫的跨文化能力过程框架,该方法为探索和分类包括态度,知识/技能,内部结果和外部结果在内的跨文化能力的要素提供了一种方法,研究人员采用了迪尔多夫的框架来表示学生在音乐中如何表现出跨文化能力部门,焦点小组和访谈。音乐部门的感知利益包括学生参与者新兴的跨文化能力-他们的积极态度和对陌生宗教的了解扩大了他们的文化理解,他们的内在和外在行为也表现出对宗教和文化差异的尊重。音乐部门所面临的挑战包括缺乏资源,这些假设是由于对宗教音乐的教学而产生的,并且在他们的学校,家庭和礼拜堂中宗教音乐之间发生了某种交叉。最后,基于这些发现对教学实践的启示是,音乐教师应考虑让学生参与围绕旨在增强跨文化能力的多种宗教音乐的宗教和文化元素的讨论。

更新日期:2021-04-08
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