World of Music / Cultural Diversity in Music Education

CDIME 8 AT WMDC, ROTTERDAM, IN 2006

From 13 to 17 December 2006, the World Music and Dance Centre in Rotterdam hosted the 8th CDIME conference. The focus was not only on music education, but also dance. The conference coincided with the official Opening of the World Music & Dance Centre. The next conference is to be held in Seattle, USA, in 2008. Dates are to be confirmed. Register for the newsletter to stay updated!

The original themes for CDIME 8 in Rotterdam were as follows:

It seems that today more than ever it is clear how cultural similarities and differences, gaps and bridges, are defining our ever-shrinking global communities. Arab themes weave through a blend of Afro-Cuban and Indian rhythms. In terms of diversity, we have come a long way. Also in music and dance education where all kinds of styles can be found at all levels of education. The other is now our own.
So have all the issues been dealt with? Problem solved, examples set? It seems that with the incorporation of world-wide styles into our music and dance education, the adventure has only just started. We do not only see questions of authenticity and methodology arising, but also identity and creativity in a transcultural and sometimes hybrid society.
The central theme Embodiment addressed incorporation of musical and dance styles in a person, an institution, or a mindset – but also more literal meanings such as the role of dance in music education, or gender issues. The following sub-themes were defined:

Practice & research
As it travels around the globe and is handed down from one person to another, from one context to another, it appears that any music will change – while apparently still sounding the same. How do we develop a better understanding of what happens when music is passed on to others? What do we teach our students, what do they learn – and how do we make sure that is what we would like them to learn?

Dance
Most formal education systems regard music and dance as separate entities. Combinations are referred to as multi-disciplinary work. Meanwhile in less formal settings the distinction is far less absolute and the two are unmistakably entwined – both features of one and the same thing. How has dance education dealt with cultural (ex)change, identity, teaching and learning?

Identity & learning
When we learn about music and dance, they become part of our very physique – as is the context in which we learn them. What does this mean for the musical art we are practising and studying? How do we deal with shifting identities of music and dance in education? How do we let go of our preconceived notions about musics and contexts – how do we unlearn and learn again?

Curriculum & organisation
When music and dance is handed down and shared, questions of tradition, authenticity, context and more intangible aspects of culture may come to the surface. How do we give shape to the actual learning of styles and traditions in our formal and non-formal education environments? How are environment and instruction shaped in order to let musical arts travel? What are the priorities in this?

A publication with the main issues and presentations to come out of the conference will be published in the Fall of 2007. The publication will be announced on this website. Other papers and presentations will be available on this website soon.