Assessing Music Teachers’ Competence in Regard to Multicultural Music Education in the Greater China Region

Multicultural music education can broaden students’ understanding of cultural diversity and encourage them to view the world with a positive perspective. This study aims to assess current music teachers’ understanding of multicultural music, including awareness, knowledge, and skills in the Greater China region. The assessments consist of the Multicultural Music Education Test, portfolio assessment, and personal interviews.

The results revealed that a lack of such knowledge hinders the promotion of multiculturalism in schools. There is a desperate need for more diverse international music courses at local universities offering music education degrees. Additionally, more diverse performances and exhibitions need to be promoted in society. Lastly, local governments should encourage more international cultural-related courses and workshops for current music teachers, enabling them to update and deliver the requisite knowledge to the next generation.

Keywords: Multicultural Music Education; Teacher competence; Music assessment; Cross cultures; Portfolio Assessment