Karen Howard

In this chapter, Howard considers the vast resources contributed to music education and ethnomusicology by Patricia Shehan Campbell over five decades. These resources have been geared toward diversifying repertoire and pedagogical practices, and their impact has been felt across all levels of music education. Included are considerations of Campbell’s writings, collaborations, professional relationships, networks, and symposia. Following Campbell’s work in the 1970s and 1980s, her collaborations encouraged the uniting of key practices from ethnomusicology with music education. The 1990s found Campbell involved at the international level in both fields, continuing to advocate for integration of the two disciplines. Campbell continued to create resources with culture bearers for the benefit of educators working in K-12, university, and community settings, all the while codifying the framework that she came to call “World Music Pedagogy.” Her pedagogical examples have influenced music educators around the world, including this author, Campbell’s previous doctoral student, who strives to continue the work through a new series of resources formed at the nexus of ethnomusicology and music education. The chapter ends with a Brief Response by William Anderson.

Abstract This chapter addresses general music teachers’ interest in ways to grow their pedagogical and musical skills, learn more about their students’ interests and cultural backgrounds, and the decentering of a long-standing history of Whiteness in repertoire and teaching strategies. The chapter offers practical suggestions for music teachers interested in infusing world music into their curricula. Included are matters related to culturally relevant pedagogy, authenticity in performance practice, and cultural appropriation. These are followed by a framework for consideration when implementing diverse musics and their attendant cultures. This framework is then applied to three examples of music cultures, with ideas for music learning and teaching.