Music education for the young Iranian diaspora: Fostering cultural and lingual knowledge

How can teachers create and sustain vigorous educational, social, and aesthetic experiences in the care of bilingual children of the Iranian diaspora, children who might experience different and sometimes contrasting cultural contexts from an early age? In what ways can a music and art curriculum incorporating multi-sensory activities provide effective learning experiences for young children's cultural and lingual development? How can a formal music education help children build and re-build their identities early on in life? This action research case study was based on the vitality of the arts in the education of young bilingual children. By investigating the significant role of music education as a kind of early intervention based on creative pedagogical approaches, the study explores how the internal interactions between culture, music, and language can affect young children's learning, and how music can direct children's instinctive behaviors into meaningful and educational experiences. In examining these interactions, the role of music education in creating opportunities for children's second language learning, as well as gaining cultural awareness was explored. Through the design, development, and implementation of an innovative music and art curriculum, this study investigated the role of music education in fostering cultural and lingual knowledge in ten pre-school bilingual Iranian American children from either full Iranian, or cross cultural backgrounds. The curriculum was implemented only in Farsi but incorporated elements of both Iranian and American cultures to help build a bridge between cultures and encourage children's learning. Music curriculum activities included singing, movement, storytelling, puppet play, felt board activities and extensive use of visual aids. Data were collected over one semester with ten 3-5 year old children in New York City. The effectiveness of the program was assessed through formative and summative evaluation of children's performance in the context of multiple spheres of knowledge such as music, movement, social and visual domains. The findings propose a new model for the early education of Iranian children of Diaspora, and seek to inspire more innovative and creative approaches in the education of young multicultural children.