This symposium focused principally on a transcultural approach to music teaching and learning. After an introductory chapter, contents (1) compare the music and dance of the Hawaiian and Hopi peoples; (2) explore the role of the music teacher in multi-cultural societies; (3) present a pictorial notation designed for the transmission of traditional Polynesian dance, comparing the notation with four alternate pictorial systems; (4) discuss how music making could be better learned in modern industrial society, drawing on the music education practices of the Venda people of South Africa; (5) delineate ethnomusicological principles guiding music education within a museum setting, including examples from Mohave and Mende traditions; (6) contrast learning and teaching in the Blackfoot Indian and Iranian conceptions of music; (7) describe Tshokwe principles of music making; (8) explore ways music-dance and music-dance education might shape consciousness toward an agenda of world peace and justice; (9) examine variables in the transmission of cultural knowledge through performance, as they apply to the Kassena-Nankani and the Mapuche; (10) offer observations about Bulgarian music education, with implications for the western system of music education; (11) briefly describe performances and workshops; and (12) discuss the application of ethnomusicology to music teaching and learning. (RH)