Repertoire, Authenticity and Introduction: The Presentation of American Indian Music in Oklahoma's Elementary Schools (Native Americans: Interdisciplinary Perspectives)

this Study Provides New Information Regarding The Instruction Of American Indian Music In Oklahoma, And Shows The Effect Of Demographic Variables Of Teachers And Students On Pedagogical Context And Practice. booknews investigates The Presentation Of American Indian Music By Elementary Music Educators In The State With The Largest American Indian Population. Focuses On The Repertoire Which Makes Up The American Indian Music Curriculum In Elementary Music Classes In Oklahoma And The Context In Which It Is Presented. Critical Issues Discussed Are The Authenticity Of Instructional Materials, The Avoidance Of Stereotypes, And The Appropriateness Of Activities And Experiences Which Are Used When Teaching American Indian Music. Reviews Adopted Textbook Series, And Reports On A Survey Of Music Educators. Author Information Is Not Given. Annotation C. Book News, Inc., Portland, Or (booknews.com) This book examines the presentation of American Indian music by elementary music educators in Oklahoma, which has the largest American Indian population of any state. A literature review covers an historical profile of multicultural music education, ethnomusicological studies of American Indian music, dissertations pertaining to American Indian music in the classroom, analysis of American Indian content in general music textbooks, and surveys assessing inclusion of American Indian music in curricula. Music textbook series and supplemental resources are analyzed; tables present data on tribe, music title, context, and format. A survey of 213 elementary music teachers in Oklahoma and follow-up interviews examined their inclusion of American Indian music in the curriculum; the repertoire and teaching techniques they used; and their personal background, training, and Native cultural experiences that influenced their inclusion of American Indian music. About 79 percent of respondents included American Indian music in the curriculum; those who did not cited lack of experience with the music or fear of offending the local Indian population. Inclusion of Native music was not related to percentage of American Indian students in the school or to teacher ethnicity but was related to teachers' experiences with specialized workshops and powwows. Nearly all teachers who included Native music indicated textbooks as their source, but the textbook analysis revealed textbooks' limited authenticity. Appendices contain questionnaires used for the pretest, pilot study, and survey. (Contains 108 references, 50 data tables, and an index.) (SV) Cover 1 Title Page 4 Copyright Page 5 Table of Contents 6 Acknowledgments 8 List of Tables 10 1. Introduction 16 Demographics and Curriculum 17 The Instructional Inclusion of American Indian Music 19 Repertoire 19 Authenticity 22 Behavioral Commitment 26 2. Review of Related Literature 30 Historical Profile of Multicultural Music Education 30 Ethnomusicological Studies of American Indian Music 33 Dissertations Pertaining to American Indian Music in the Classroom 38 Analysis of General Music Textbooks 42 Surveys Assessing Inclusion of American Indian Music 42 3. Analysis of Selected Textbooks and Resources 46 4. Methodology 72 Research Design 73 Instrumentation 73 Pilot Study 76 Results of Pilot Study 76 The Survey 79 5. Results and Summary 82 Teacher Background, Training and Experiences 82 Inclusion 83 Instructional Time 85 Textbooks and Supplemental Materials 87 Repertoire and Practice 89 Authenticity and Stereotypes 99 Follow-up Interviews 100 6. Discussion, Conclusions and Recommendations 102 Appendix 116 A: Pretest 116 B: Pilot Study 120 C: Institutional Review Board Approval 126 D: Cover Letter and Survey Instrument 130 References 136 Index 144 The basis for this study is the premise that schools should reflect the demographics of the local community in their music curricula.