The Teaching of Music from a Multicultural Perspective

Abstract

Teachers in the artistic field of music are unaware of many aspects concerning the cultural diversity of the province of Salta (Argentina), especially those related to native languages and cultures. Although the multicultural musical approach is part of the curricular designs, traditional approaches prevail in everyday practice. This review aims to present an educational experience conducted at a school in the city of Salta (2016-2020), whose main objective was to promote the importance of teaching music from a multicultural and holistic perspective, where the language and the original culture cannot be separated from music. Starting from the review of my own classroom practices, I decided to rethink the selection of the musical repertoire worked with my students. This allowed me to return to the context where I grew up and resignify the music and dance that were present in my childhood. This is how I met again with the Guaraní Pimpim, which was played and danced in the streets of Hipólito Yrigoyen (Orán City) during the Carnival. By conducting a photographic work and an audiovisual survey and applying a “participant observation” methodology, I could partially reconstruct the knowledge about the Guaraní musicality. This allowed me to develop a teaching and learning strategy with a multicultural approach, which involved a combined work between bilingual teachers and Guaraní wise people. Throughout these years, my students and I have learned and enjoyed Guaraní music, language and culture, opening new ways for intercultural dialogue in our school.