Applications of the Developmental Model of Intercultural Sensitivity (DMIS) in Music Education

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Abstract: Despite ongoing discussions about cultural diversity, practical progress towards a more inclusive and flexible system in music education remains slow (College Music Society, TFUMM 2014; Rampal 2015; Carson and Westvall 2016). As critical and reflective music practitioners and scholars, we should continue to explore every avenue that might promote higher levels of cultural sensitivity in our field. From the field of intercultural education, Milton Bennett (1993; 2004) proposes a framework for understanding and facilitating growth in this area, known as the Developmental Model of Intercultural Sensitivity (DMIS). Through this article, the author provides suggestions for applications of this framework in music education. Specifically, the author argues the DMIS framework can help university music teacher educators better understand the ways in which their students experience cultural and musical diversity, so they will be equipped to design individualized and relevant learning experiences that will move future music teachers towards higher levels of cultural sensitivity within the context of their teacher preparation programs.

Author: Jennifer M. Mellizo – University of Wyoming Laboratory School, Laramie, WY, USA. 
Published 02/20/2018.

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Curriculum Traditions, Music Education, and the Praxial Alternative

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Abstract: Curriculum studies are regularly overlooked in the pre-service training of music teachers. This article examines traditional curriculum theories and philosophies and their weaknesses. Then it offers an account of contemporary theory and philosophy, including praxial theory. A praxis-based curriculum model based on action ideals is offered.

Author: Thomas A. Regelski – Helsinki University. 
Published 02/20/2018.

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