ABSTRACT
This chapter illustrates the rationale behind a model for ethnomusicology pedagogy, rather than for a framework that illustrates prescriptive ideas towards ethnomusicology pedagogy and thus a blueprint of how ethnomusicology shall be transmitted to students at universities. Ethnomusicology as a discipline itself has been shaped by such debates on musical canon, postmodernism, globalisation and multiculturalism. The model presented will portray the transmission of ethnomusicology as reflected in the actual concepts held by ethnomusicologists. Ethnomusicology pedagogy should accommodate the development of genuine understandings of both cultural difference and commonality of all musics. Ethnomusicologists often argue that it does not really matter what musics are being transmitted; what matters is how students learn about and experience world musics. Musical composition is integral to the model for ethnomusicology pedagogy, even though there is no formal framework for transmitting the composition of world musics.
