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1. No human culture is inaccessible to someone who makes an effort to

understand, to learn, to inhabit another world (241). How do you remain
authentic if the culture isnt yours?
2. What is authenticity?
3. How can patriotism be more than one culture?
4. What is patriotism in todays diverse America?
5. What is an open-minded student?
6. How do you have an open-minded student if you only teach them music from one
particular worldview?
7. In order to remain authentic, how do we also teach the bottom of the iceberg in a
music classroom?
8. What are the outcomes of a music classroom with acculturation?
9. What does culture in music education look like?
10. How do we make culture into a conscious level for educators?
11. Many fresh, newly graduated music teachers go into a school system ready to
make a change. How do you keep from molding into the easy norm of the school
when faced with challenges?
12. How is music greater than the sounds it produces?
13. What is the significance of music?
14. Where is the line between a students unique personality and the culture they
come from?
15. Why does authenticity matter?
16. What is an ongoing, continuous flow of learning?
17. How do we maintain the fuel to continue learning?
18. What is a meaningful, cultural impact?
19. After a performance, the goal of the artist is to have the audience walking out
transformed. How can we do this with our students as music teachers?
20. What is a transformed music classroom?
21. What is the importance of an uncomfortable classroom?
22. What are the outcomes of culturally aware students?
23. What does it mean to be culturally aware?
24. What outcomes come of students involved in a transcultural approach?
25. What factors might empower or get in the way of a transcultural approach?
What is todays American musical patriotism?

America has become a melting pot of so many different cultures and people. The
majority of music we hear on the radio does not represent everyone living in America.
As a music teacher, my main goal is to tend with the student. Facilitating a classroom
that is representative not only of the students I am teaching but also of the rest of
America is extremely important towards transforming all of us into more open-minded
people when they leave music class. The transcultural approach, which is when no one
musical culture is more important than another and the study of many can be mutually
informing (253), helps to support this open-mindedness. The community in which I may
work might have their own definitions of what types of music their children should be
learning as well as the administration at a school. Many times, people see Western
culture as synonymous to American culture. In reality, American culture molds and
changes every time a unique person is added to the melting pot. American culture
involves specific people while Western music has a specific genre in correspondence to
it. It is vital to recognize as a music teacher that their is a constant flow of diversity
occurring in the US. Recognizing this change as a music teacher is extremely important
in creating an all-inclusive classroom. This gives a meaningful impact on the students
as they are able to relate to the music they are learning as well as learn about the many
cultures that the country they live in represents. In summary, I am interested in
researching what todays american musical patriotism truly is.

4 Resources:
George, L. (2009). STRUGGLING TO DEFINE A NATION: American Music and the Twentieth Century Charles
Hiroshi Garrett. American Studies, (3/4), 163.
In this innovative and insightful book, Charles Hiroshi Garrett encourages us to understand the complexity and
contradictions of national identity of the United States by viewing music as primary source evidence. Garrett's eclectic
and imaginative research objects reveal that the American nation is neither unified nor uniform, but rather constructed
out of conflict and contestation.

Williams, M. (2016). Preference for Popular and World Music: A Review of Literature.
Applications of Research in Music Education, 35(3), 31-37. Retrieved October 3, 2017.
Reviews of literature on music preference may provide music educators with a variety of
research on information, techniques, and methods to implement in the music classroom.
Calls to widen the types of music used in curricula seem to underscore the importance
of research exploring preference using music other than, and in addition to, Western art
music. The present review of literature explores nonmusical factors, including external
characteristics and listener characteristics, as well as musical factors contributing to
decisions of musical preference related to popular and world music to aid educators in
planning effective and meaningful music activities.

Romanou, K. (2015). Globalisation and Western Music Historiography. 1-21. Retrieved October
3, 2017.

Globalisation of musicology and music history aims to fuse the divisions created during
Western musics acme, and is referred to as post-European historical thinking.
Therefore, post and pre European historical thinking have much in common. One
aspect of this process of fragmentation was that music history was separated from
theory and that Western Music Histories succeeded General Music Histories (a
development described in some detail in the article). Connecting global music history
with post-European historical thinking is one among numerous indications of Western
awareness that European culture has reached some sort of a terminal phase.
Concurrently, countries that have been developing by following Western Europe as a
prototype, are leading today some past phase of Western development, which, with the
ideas of cultural relativism prevailing, are not considered inferior.

Kelly, S. N., & Weelden, K. V. (2004). Connecting Meaningful Music and Experiences in a
Multicultural, Multimusical Classroom. Retrieved October 3, 2017.

If we want music education to have relevance for our students, we must embrace a teaching approach that
makes connections between diverse musical cultures.
The United States, a nation of immigrants, has a broad cultural diversity--different ethnicities, races, ages,
socioeconomic groups, religions, and education levels. However, common experiences and expectations unite this
diversity into what is known as "America." Cultural norms such as obedience to laws, standing for the national
anthem, going to school at certain ages, celebrating graduation, eating certain foods, and voting are shared by
Americans and define what is "American," uniting our citizens' different cultural perceptions.