Abstract
The paper explores the influence of the type of secondary education chosen by the participants on the level of intercultural sensitivity and world music preferences, as well as the connection between intercultural sensitivity and world music preferences. The research employed a general data questionnaire, the Intercultural Sensitivity Scale and an assessment scale to examine music fragment preferences in a sample of 124 participants. The results have significant implications for music and pedagogical theory and practice, in terms of increasing intercultural sensitivity and the tolerance of students towards members of other cultures and their music.
Highlights
Music is an integral part of culture, and as an artistic activity, plays a key role in the quality, harmonious and complete development of each individual
In Music education classes, students become familiar with multicultural music content through music of varied origins and different styles and types; they adopt the basic elements of the language of music to acquire knowledge about and competence in cultural differences and in this way contribute to the progress of society
H1: Students attending the final year of grammar schools show a higher level of intercultural sensitivity compared to their peers in vocational schools
Summary
Music is an integral part of culture, and as an artistic activity, plays a key role in the quality, harmonious and complete development of each individual. In Music education classes, students become familiar with multicultural music content through music of varied origins and different styles and types; they adopt the basic elements of the language of music to acquire knowledge about and competence in cultural differences and in this way contribute to the progress of society. The development of digital technology makes music from all parts of the world available and requires teachers to professionally develop intercultural competences. This is extremely important so as to allow quality transmission of intercultural content to students through modern teaching methods, given that traditional classes cannot cover all cultural and technological changes in society. Intercultural education within the subject of Music education is important for the formation of students’ attitudes towards other cultures by exposing students to intercultural content avoiding hesitancy and negativity towards the unknown
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
