Musical diversity in the classroom: Ingenuity and integrity in sound exploration

Abstract

This paper examines the practice of five music educators in Canada and Australia who, despite the pervasiveness of ingrained Western-based pedagogy in these countries, are forging ahead with culturally diverse music programmes. Their work is presented as five ‘snapshots of practice’ which provide inspiration and conceptual ideas for other teachers aiming to diversify their practice in music education. While willingness and enthusiasm are paramount, it is these exemplars of innovative and resourceful practice which are crucial in assisting teachers to recognize that alternative forms of musicianship are both legitimate and essential to a well-rounded education in sonic exploration.