ABSTRACT
School bands and orchestras are steeped in particular performance and instructional practices, to an extent that seems to preclude sustained and meaningful involvement with music of other cultures. However, the globally minded ensemble teacher can make efforts, small and large, to challenge the status quo and make room for new sounds, all while still honoring the long-held traditions of school music participation. Successful strategies in this regard will be particular to the unique setting of each school and community. Individual music teachers can work with others in their district towards creating a multi-year World Music Pedagogy curriculum, and they can collaborate with colleagues in their region and beyond towards shaping an ensemble culture that supports the development of “multimusicality” among young musicians.
