Beyond musical repertory

Euro-Americentric ways of knowing in the International Baccalaureate high school music curriculum framework

Bibliographic Data

ID21489899
AuthorsAntía Gonzalez Ben (0000-0002-6164-2280, University of Toronto, corresponding author)
Year2023
Volume41
Issue4
Pages651-662
Publication date2023-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Music Education (JOURNAL)
Journal identifiersISSN: 0255-7614 • E-ISSN: 1744-795X
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/02557614221140112
OpenAlexW4312190619
LanguageEN
Citations received2
References cited29

While choices of musical repertory are key to challenging the historical ethnocentrism of school music curricula, ethnocentrism manifests as powerfully in the way a curriculum defines and structures musical knowledge. This article examines the knowledge divisions used to structure one of the most popular and reputable high school music curricula worldwide: the International Baccalaureate (IB). My analysis indicates that, while IB music gestures rhetorically to cultural and epistemic pluralism, its primary knowledge divisions—Musical Perception, Creating, and Performing—are fundamentally rooted in modern Euro-American conceptions of musical knowledge and ways of knowing. This study demonstrates the importance of explicitly acknowledging the epistemic foundations of music curricula’s foundations so that teachers and their students can better decide how they want to engage with the knowledge presented

Aesthetics · Art · Curriculum · Ethnocentrism · Music education · Music psychology · Musical · Pedagogy · Sociology · Violin musical styles · Visual arts · Diverse Music Education Insights · Diverse Musicological Studies · Global Education and Multiculturalism · Psychology · Social Psychology

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