下面为大家整理一篇优秀的paper代写范文- American multicultural music education，供大家参考学习，这篇论文讨论了美国多元文化的音乐教育。美国是一个拥有二百七十多个民族的移民国家，种族歧视，移民问题，公民权运动等的影响触动了整个教育的发展，进而影响到多元文化音乐教育的进程。从美国的多元文化音乐教育发展进程中可以看出，从开始的同化融合到今天的多元文化音乐教育，教育领域几乎数十年就出一次深刻的思想变革，这种变革是在目前音乐教育理念的基础上，进行不断的总结和反思，从而形成了新的更适应社会发展的音乐教育理念。
Music is not only imbued with the cultural personality of the nation, but also a reaction to the cultural life of the nation. The inheritance of music culture of a country and a nation cannot be separated from music education. Music education in different times, countries and nations has formed many patterns and characteristics due to the time features and regional differences of music culture. In these different music culture, each has its own characteristics and equal value, and multicultural music education connotation of equality is advocated all national music, and all kinds of music culture coexist, so the multicultural music education into today's international music education development general trend, the development of multicultural music education, will inevitably make the different music culture, race, a show.
America is a country with more than two hundred and seventy ethnic immigrants, the immigrants create and prosperity in the United States, and in the United States brought the innovation and continuous development of science and technology at the same time, they also pressing for higher social status and power in search of equality, racial discrimination, immigration, the influence of the civil rights movement touches the development of the whole education, which affect the multicultural music education in the process. Under this social background, the view of multi-culture follows the trend and develops timely. And China in the han nationality as the main body of the multi-ethnic country of 56 ethnic groups, unlike the us, China is not brought to national internal contradictions, but China's music education exists and the eurocentric approach with the center of the ethnic problems, since the beginning of the 20th century, to haunt the eurocentric China's music education, in the school music course, the characteristics of minority music curriculum is quite lack, with the national multicultural music education has not been very good development.
Throughout the United States in the multicultural music education in the process of development, you can see that from the beginning of assimilation into today's multicultural music education, the education sector decades is almost out of a deep ideological change, this change is in the current music education idea, on the basis of constant summary and reflection, thus formed a new, more adapt to the social development of music education philosophy. The end of the 19th century early 20th century, American music education also has the experience, the eurocentric education idea and the curriculum is based on western music as the main body of the system, but after the change of The Times and reflect on, the United States realized its own population diversity and the characteristics of cultural diversity, it is because has such rich and colorful, make students in the learning process, can put the national culture in various factors compared with other factors of foreign culture, so as to make the students feel diverse cultural heritage is the human common spiritual wealth. In Chinese modern history of music education, music of kua culture education exploration is not very successful, the opium war, the westernization movement representative put forward the "traditional Chinese values aided with modern western management school for the body," argues that to promote the development of Chinese culture in the form of assimilation, later again the idea of "wholesale westernization", so blindly copying, is actually to the denial of traditional culture, from the traditional to the modern cultural education has not been really implemented.
In today's China, many scholars have realized that "multicultural music education" is an inevitable trend of The Times, but we often put it in the position of attachment or supplement, just a routine procedure or step, and it is not the practice standard that we should really implement. For example, in our curriculum setting, we can see that the absolute proportion is based on the western music system, such as music theory audition and ear training, four-part harmony writing, orchestration, and form analysis, etc., while ethnic music or world ethnic music curriculum setting is very few. In today's more global integration of the world, at the same time of feeling the pressure from global competitiveness, classroom teaching and curriculum have tended to cater to the market demand of commercial development, practicability and value of market business has become a measure of music education is the standard of success, the students' utilitarian heart also more and more strong, music education is the purpose of the real? Is it just to complete the training and equip the students with the ability to survive, or is it to educate for the increasingly commercialized music? If so, what would be the point of a multicultural music education? A teacher should be the most important factor in the implementation of the whole educational process. The level of teaching quality he has and the teaching results he produces will affect the inheritance and development of the whole national culture. Our country's at present most of the music teachers in colleges and universities lack is the ability, a professor at the world music culture, their music in professional college or in art colleges, accept is the traditional teaching model of "western-centric", there is no denying the fact that today's music teachers and music education itself is suffering from the dual crisis of the epistemology and methodology.
Finally, music teachers are the key to implementing multicultural music education. Although the multicultural music education in the United States has a history of nearly one hundred years and is at the forefront of the multicultural music education in the world, it also has an insufficient aspect. For example, the introduction of music in the world is very limited in the curriculum setting. Many ethnic minorities and the music culture in underdeveloped areas are not included in the curriculum. Although some teachers have some multicultural awareness, they are limited by traditional concepts and do not have a thorough understanding and understanding of different cultures. Therefore, they cannot undertake the task of multicultural music education. Therefore, teachers are the most important resource for the implementation of multicultural music education, which cannot be realized without qualified teachers. In the process of the development of multicultural music education, the United States has always attached great importance to the cultivation and training of music teachers. Multicultural music education cannot be carried out in a country without independent music teachers. In view of the current music education in China, teachers with multicultural teaching ability need to be cultivated. , music courses about world nationalities are added to the undergraduate and graduate professional courses of musicology in institutions of higher learning. In history class, can be installed an introduction to the national music, national music appreciation in the world, the world's ethnic music courses, also can be set up according to the regional or national "Asian music", "Latin American music", "African music", "Japan's music", "American music", "the Russian music" course. In terms of basic music, representative melodies from music of all nationalities in the world can be selected and compiled into the teaching materials for solfeggio and ear training, and representative scales of music of all nationalities in the world can be introduced in music theory and solfeggio and ear training classes, which has positive significance for cultivating students' multi-stress sense. In terms of vocal music, instrumental music, choral conductor and other performance courses, we can compile representative folk songs, music, songs and dances of various ethnic groups in the world into teaching materials. In the art practice class, students rehearse and perform music dance programs of all ethnic groups in the world, so that they can experience the connotation of music culture of all ethnic groups more profoundly. In the educational practice, students are allowed to teach the music of the world ethnic group in the music class of middle school, and interns can more firmly grasp the music knowledge of the world ethnic group in the teaching practice. Qualified schools can choose to send teachers abroad for further study, or invite foreign experts to give lectures in China, in order to "go out, please come in" approach to training multicultural music education teachers.
Only by respecting the unique nature of differences among places, regions and countries can we enrich life in the 21st century with a truly global understanding of music culture. To understand a music, we must first understand a culture, understand its background and cultural roots, so as to make a better and objective evaluation. In this way, we can change the backward phenomenon of international music education, attach importance to and strengthen the international communication, so that students can acquire more rational knowledge and humanistic knowledge while learning music, and lay a foundation for the development of music education in China.
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