| The purpose of this study was to examine kindergarten through 8th grade general music teachers' (a) world music definitions, (b) world music sources, (c) world music materials, and (d) techniques for implementing world music in the classroom. A 42-item survey, developed from a review of literature, was organized into four major sections: definitions, sources, materials, and techniques for implementing world music in the classroom. The subjects (N = 237), K--8 Florida public school music teachers, were identified through a statewide sampling process provided by the Florida Music Educators National Conference, a professional organization for music teachers.; Results indicate that music educators primarily agree on geographical definitions of world music, (Latin American, African, Asian, and Indian (not American Indian). Significant differences were found between world music definitions of less experienced teachers who have taught from 1--4 years, and teachers who have taught 5 or more years when considering specific locales or styles of music: pop music, Asian music, Native-American music, and Western-art music. Significant differences were also found between responses of Caucasians and minorities to blues, African, Asian, Indian (not American Indian), and Western-art music.; Educators indicated that repertoire books in textbooks were the most valuable place to find information on world music. Most teachers also indicated that Silver Burdett and Macmillan are the most valuable resources for world music materials used in their general music class. Educators indicated "holiday events" as the leading approach for implementing world music in their general music classroom. A free response section revealed a disparity in terms of materials used, and methods for implementation of world music. The disparity in the free response section suggests a difference in teaching techniques; however, survey responses suggest that teachers are consistent in their approach to implementing world Music. |
