Date
7-15-2024
Department
School of Music
Degree
Master of Arts in Music Education (MA)
Chair
Monica D. Taylor
Keywords
music education, praxial music education, aesthetic music education, Suzuki method, COS (Course of Study), curriculum
Disciplines
Education | Music
Recommended Citation
Flory, Mallory Elaine, "A Qualitative Study and Comparative Analysis of Japanese and American Music Education Methodologies and Philosophies" (2024). Masters Theses. 1182.
https://digitalcommons.liberty.edu/masters/1182
Abstract
This qualitative hermeneutic phenomenological study investigated the differences that studies have yet to explore between Japanese and American music education methodologies in terms of teaching music literacy through foundational keyboard skills, world music incorporation, repertoire, and life enrichment philosophies. This study utilized a qualitative hermeneutic phenomenological research design and examined the effects of Japanese music education methodologies and philosophies through data collection and qualitative interviews conducted with nine students whose music education consisted of these elements. The researcher interviewed two Japanese music educators, two American music educators, two Japanese music students, and three American music students. This study helped to provide insight into how Japanese music education methodologies such as the Suzuki method and Course of Study (COS) have affected Japanese students. The specific Japanese music education methodologies this study explored include foundational keyboard skills and Suzuki method/COS repertoire. Furthermore, this study illuminated how integrating Japanese music education techniques (including philosophies and repertoire) in American schools may affect American music students. The specific aspects of Japanese music education that this study explored with the intent to incorporate into American schools are world and cultural music and life enrichment philosophies. The two data collection procedures the study utilized are question-based and written/researcher-based protocols. The interviews were semi-structured and open-ended (see Appendix G). The results of this study will benefit and advance music education by exploring the integration of Japanese music education techniques into American classrooms.
