In this article, we, culture bearers and music educators, discuss ways of using East Asian virtual musical instruments to promote culturally diverse music activities in classrooms. We introduce affordable tablet-based virtual instruments (Korean "hyang-piri," Chinese "erhu," and Japanese "koto") and hands-on music…

A priority of music educators across the globe continues to be the incorporation of music from various cultures into the classroom. In this article, the term "authenticity" is introduced as it applies to music education. Authentic music teaching experiences for use in the classroom from the West African Ewe music, Cuban cha-cha-chá, and…

One of the most distinctive musical genres that originated in Cuba over the past century is "cha-cha-chá," which is attributed to Enrique Jorrín during the 1950s. The popularity of this music has grown considerably since its genesis, as evidenced by the vast array of repertoire, the multitude of bands performing it, and its prevalence in…

Korean folk music has been rarely included in the Western music curriculum due to limited materials for music teachers to use. This article introduces "Ganggangsullae", a prominent Korean folk tradition (called a "folk play" by Koreans) that incorporates singing and dancing, and discusses its historical background and the…

Children have a natural curiosity about sound. This is particularly evident in the context of musical play. The potential of play for music learning may be overshadowed by a teacher-led and performance-focused approach to music education rather than an organic, self-initiated approach. By bringing together the child's natural curiosity about…

The author, John Whitener, traveled to Mongolia, "the land of blue sky," in the summer of 2013 and again in summer of 2016. Mongolia is a land of awe-inspiring geography, similar in many respects to the wilds of Alaska. Approximately half the country's population has migrated to Ulaan-Baatar and other urban areas because of harsh winters…

This article highlights one music educator's belief that it has become incumbent upon music teachers to expand their knowledge and understanding of global musical practices, traditional instruments, and cultural traditions, and they need to pass this knowledge on to their students. Experiences traveling and attempting to experience the music from…

This article looks at some best practices for teaching the harmonica as demonstrated in schools in southern Germany. The author describes the role the harmonica has played in music education, offering a brief overview of the instrument's use in the United States. He shares what certain German educators are doing and how their techniques can be…

A number of scholars have investigated the roots of the "Arirang," although the origins are debated. Most agree that the original form of the song "Arirang" was first found upstream from Seoul along the Han River. The lyrics told the story of a woman waiting for her lover on the bank of the river. The term "Arirang"…

The sound of the Native American flute seems to convey care, sadness, loneliness, longing, heartfelt emotion, a sense of the natural world, wisdom, the human spirit, and a sense of culture. It is a sound that competes for attention, dramatically punctuating messages about First Nation peoples on television and in movies. A relatively small group…

Reports on an interview with Terry E. Miller, a specialist on music of Thailand and other southeastern Asian nations. Discusses the culture, the role of music, and musical instruments of Thailand. Includes a list of resources and two lesson plans for teaching about Thai music. (CFR)