Learning outcomes of two approaches to multicultural music education

Carlos R. Abril

Research output: Contribution to journalArticlepeer-review

27 Scopus citations


The purpose of this study was to examine the effect of multicultural music instruction on classroom learning outcomes. Fifth-grade children (10-11 years of age; N = 170) from four schools were randomly assigned to one of two instructional treatments: music concept and sociocultural context. The former approach used formal elements of music as a framework for learning; the latter contextualized music as a sociocultural phenomenon. At the conclusion of the 7-week unit, students responded to two writing prompts designed to measure newly acquired knowledge, understanding, and skill. These responses were analyzed to: (1) determine the nature of described learning; (2) compare responses between groups; and (3) test for differences between groups. Instructional approach was found to have a significant effect on children's descriptions of acquired knowledge, yet did not affect their perceptions of music skill acquisition. Interactive dialogues surrounding sociocultural or musical concepts resulted in a greater number of students articulating their knowledge about these respective topics.

Original languageEnglish (US)
Pages (from-to)30-42
Number of pages13
JournalInternational Journal of Music Education
Issue number1
StatePublished - 2006
Externally publishedYes


  • Affect
  • Attitude
  • Culture
  • Curriculum
  • Elementary music
  • Knowledge
  • Learning
  • Skill

ASJC Scopus subject areas

  • Music
  • Education


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