World Music Pedagogy, Volume VII: Teaching World Music in Higher Education

World Music Pedagogy, Volume VII: Teaching World Music in Higher Education addresses a pedagogical pathway of varied strategies for teaching world music in higher education, offering concrete means for diversifying undergraduate studies through world music culture courses. While the first six volumes in this series have detailed theoretical and applied principles of World Music Pedagogy within K-12 public schools and broader communities, this seventh volume is chiefly concerned with infusing culture-rich musical experiences through world music courses at the tertiary level, presenting a compelling argument for the growing need for such perspectives and approaches. These chapters include discussions of the logical trajectories of the framework into world music courses, through which the authors seek to challenge the status quo of lecture-only academic courses in some college and university music programs. Unique to this series, each of these chapters illustrates practical procedures for incorporating the WMP framework into sample classes. However, this volume (like the rest of the series) is not a prescriptive "recipe book" of lesson plans. Rather, it seeks to enrich the conversation surrounding cultural diversity in music through philosophically-rooted, social justice-conscious, and practice-oriented perspectives.

William J. Coppola is assistant professor of music education at the University of North Texas. He is co-author of World Music Pedagogy, Volume IV: Instrumental World Music, and is a Smithsonian Folkways World Music Pedagogy certified music educator. David G. Hebert is a Professor at Western Norway University of Applied Sciences, Professor-II at Lund University, and Manager of Nordic Network for Music Education. Patricia Shehan Campbell is Donald E. Petersen Professor at the University of Washington. She is editor of the Routledge World Music Pedagogy Series, and board member for Smithsonian Folkways Recordings and the Association for Cultural Equity.

Chapter 1: Teaching and Learning in Context Chapter 2: Attentive Listening for Cultural Awakenings Chapter 3: Participatory Musicking: Engaged Listening and Enactive Listening Chapter 4: Performing World Music Chapter 5: Creating World Music Chapter 6: Integrating World Music Chapter 7: Surmountable Challenges and Worthy Outcomes Appendix 1: Learning Pathways Appendix 2: Additional Resources