NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1072020
Record Type: Journal
Publication Date: 2015-Aug
Pages: 29
Abstractor: As Provided
ISSN: EISSN-1545-4517
Research-Based Curriculum Design for Multicultural School Music: Reflections on a National Project in Guyana
Sagar, Rohan; Hebert, David G.
Action, Criticism, and Theory for Music Education, v14 n2 p145-173 Aug 2015
This article reports on an applied ethnomusicological and historical study that guided the development of a new music curriculum for schools in Guyana, a multi-ethnic and postcolonial nation in Latin America. We establish our rationale with an introduction to Guyana and the status quo of its school music education, then embark on examining the socio-historical background: from Indigenous Peoples and the European settlement of colonial Guyana, to the arrival of Africans as slaves, and indentured servants from Portugal, China and East India. The diverse heritage of post-colonial Guyana, including distinctive creolization, is reviewed as a prelude to discussion of local music traditions and their representation in schools. The curriculum's framework envisages diverse performances that re-connect choir and audience with local, national, and global cultural heritage. Our outcomes arguably engender improvements to music education within Guyana, and potentially offer insights relevant to music curriculum development in other postcolonial nations.
MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Guyana
Grant or Contract Numbers: N/A