DOI: 10.5176/2382-574X_1.1.2

Authors: Alena V. Holmes, Sharri VanAlstine


Many educators agree that learning world music is beneficial for the development of international-mindedness. The purpose of this study is twofold: 1) to examine whether there is a significant difference in preference and familiarity for world music between music education and elementary education majors, and 2) to find out how international-mindedness is related to preference and/or familiarity to world music. In this cross-sectional survey study pre-service teachers (N=85) provided insights into their familiarity and preference for world music samples with which they may or may not have been familiar. They were also asked to respond to survey items designed to measure international-mindedness. Findings indicate there is a significant difference between music education and elementary education majors’ preference for world music. Music education majors preferred the world music examples to a significantly greater degree than did their elementary education counterparts. Interestingly, there was not a significant difference between groups for familiarity with world music – only with preference for world music. Furthermore, there were significant correlations between preferences and international-mindedness.

Keywords: International-Mindedness, Music Education, Music Preferences, World Music.

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