Annotated Bibliography: Inclusion Of Native American Music

Research-Informed Perspective Project

Annotated Source List

Belz, M. J. (2005). Inclusion of Native American Music in “Silver Burdett Making Music K-8.” Bulletin of the Council for Research in Music Education, 164, 19–34.

This research article dives into how often and how authentically “Silver Burdett Making Music K-8” includes Native American music in its curriculum. It analyzes several points, including how teaching strategies aligned with MENC national standards, what types of instructions were given, if information was given about the tribe or geographical location, if it used native languages, and if they were presented alongside other cultural connections. Research was carried out by analyzing the music curriculum from grades Kindergarten

2 assignments included inviting secondary students to perform on non-Western instruments. One group was made up of 8th grade students and another consisted of Native American high school students. Another assignment prompted university students to research another culture’s music - the caveat being that they must be able to interview a culture carrier in order to gain an authentic perspective.

Boyea, A. (1999). Native American Music and Curriculum: Controversies and Cultural Issues. Philosophy of Music Education Review, 7(2), 105–117.

This article speaks to many challenges on incorporating Native American music in the classroom, the first being the way that music functions in cultural contexts and how it differs from Western-European interpretations. The author writes about how a deep understanding of the music is crucial if one wants to approach the topic in an accurate and respectful manner. She also discusses how a tension exists in regards to Native American culture, between “preservation” and “contamination”. She goes on further and speaks on how Indigenous culture is often taught as an artifact rather than as a living group of

Results showed that students not only gained more knowledge on Native American culture, but also attained “multicultural achievements toward intercultural sensitivity”. Key components of this unit included the instructional approach used, authenticity of instruments and materials, learning from a native guest artist, and music teacher preparation/training.

Howard, K. (2020). Equity in Music Education: Cultural Appropriation Versus Cultural Appreciation—Understanding the Difference. Music Educators Journal, 106(3), 68–70. https://doi.org/10.1177/0027432119892926

This article explores how power dynamics are at play when incorporating music from oppressed minority groups. The author calls on educators to have an understanding of the historically and emotionally significant elements of the music that they present to their students. She also warns educators to not cross the line into the exploitation of another culture.

Ilari, B., Chen-Hafteck, L., & Crawford, L. (2013). Singing and cultural understanding: A music education perspective. International Journal of Music Education, 31(2), 202–216.