Cultural factors related to the decision of music education career choice in Jewish and Arab students in Israel

Rona Poles Cahn,Alina S. Rusu

doi:10.51865/jesp.2021.2.05

Abstract

The decision to become a music educator can be influenced by the musical background of an individual, the cultural values, and by the perceived utilitarian value in terms of viable career option. This study was conducted among Jewish and Arab music-education students in Israel. The aim was to identify aspects related to choosing a career in music, particularly culturally shaped attitudes and perceptions. Cultural differences were examined using the Cultural Attitudes toward Music Experience and Education (CAMEE) questionnaire. Participants were 50 Israeli Jewish and Arab students who were enrolled in music education programs. Findings showed culturally related differences between participants’ musical upbringing. The Jewish students reported that they listened mainly to Western-style genres, played Western-type instruments, and studied Western music theory. The Arab students listened mainly to Middle Eastern Arab-style genres, played mainly music instruments that enable playing Arab music, and studied Middle Eastern Arab music theory. The Jewish students reported more experience with music and instrumental playing than their Arab peers. Motivation for teaching music included educational and ideological components for both groups, with Arab students reporting a higher level of utilitarian motivation

Highlights

Cultural affiliation is established during a child’s socialization and enculturation (Ilari, Chen-Hafteck, & Crawford, 2013), and defines a person’s background (Gaunt & Hallam, 2009)
The educational system provides the children with music lessons that involve a wider age-related scope of experiences, such as singing, playing, listening, improvising, composing, reading and notating, all of which are guided by a music specialist (Abril, 2016; Cutietta, 2002)
This type of structured musical exposure within the educational system is characteristic of the school curriculum in many Western societies

Summary

Introduction

Cultural affiliation is established during a child’s socialization and enculturation (Ilari, Chen-Hafteck, & Crawford, 2013), and defines a person’s background (Gaunt & Hallam, 2009). Cultural affiliation can have a significant impact on a child’s musical heritage, musical upbringing, and musical learning opportunities (Gaunt & Hallam, 2009). The educational system provides the children with music lessons that involve a wider age-related scope of experiences, such as singing, playing, listening, improvising, composing, reading and notating, all of which are guided by a music specialist (Abril, 2016; Cutietta, 2002). This type of structured musical exposure within the educational system is characteristic of the school curriculum in many Western societies.

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Results