Authenticity and Cultural Understanding in Japanese Music Ensemble in the United States: The Case Study at Northern Illinois University
Elizabeth Vieyra, Northern Illinois University
ABSTRACT
This research paper focuses on the setting of the NIU World Music program in DeKalb IL. A Japanese music ensemble was recently started with the help of the instructor, who has a Thai cultural background and teaches a diverse group of students. This raised the question of how an educator with a different cultural background can create a strong foundation to teach a musical culture outside of their culture to cultivate cultural awareness while facing the challenges of authenticity. The methods used included interviews with the instructor, a survey of 4 students, observations through participation in rehearsals and performances, and lastly the review of literature written by scholars. The findings showed that the instructor, born and raised in Thailand, had developed a strong foundation and understanding of Japanese traditional music and instruments through her studies with culture bearers and a good understanding of Japanese culture through her visits and work in Japan and a University there. This strong foundation gave her the tools to provide cultural context to fight the natural problems of authenticity. In conclusion, this research led to a deeper understanding of the importance of cultural context to foster cultural understanding and the need for a strong foundation to teach a musical culture. In the future, this research will be a good guide for educators interested in learning and teaching a musical culture outside of their culture. It will specifically be helpful to Western music educators who are encouraged to include world music in their classrooms which tend to have a diverse group of students.
KEYWORDS: Authenticity, Cultural context, Bi-musicality