Why Ethnomusicology (Part 1): Why music teachers benefit from ethnomusicological approaches

Explorers in the wild.

Discovering the music of other cultures.

Living among the natives.

Understanding world music.

A harmonic analysis of Mozart’s Symphony No. 40.

Which do you think is the odd one out?

Many of our perceptions and impressions of music inform us that Mozart doesn’t belong on that list. These same perceptions group the first four items on the list together, and are likely to associate those items with the term ‘ethnomusicology’. It’s understandable. This is how many of us learn about music; we learn that there are different ways of approaching different ‘types’ or ‘genres’ of music. But it’s also limiting, and, in many ways, harmful. Breaking this down and understanding why is an essential aspect of the pedagogy of music, which aims to create more meaningful educational experiences for students and teachers. 

Continue reading “Why Ethnomusicology (Part 1): Why music teachers benefit from ethnomusicological approaches”