A Critical Analysis of the Representation of Non-Western Cultural Content in Beginning Band Method Books

The purpose of this critical content analysis was to examine the representation of non-Western song content in six beginning band method books. We examined the prevalence of non-Western musical content, the accuracy of song titles and attributions, and evidence of cultural appropriation. Our findings indicated that the vast majority (82.9%) of the books’ content was Western music. The book authors attributed most non-Western songs to accurate origins. However, when presenting non-Western songs, the books (a) contained some inaccurate song titles and attributions; (b) regularly omitted names of composers and lyricists; (c) disproportionately decontextualized non-Western songs; (d) provided little information about cultures of origin; and (e) employed some colonial frameworks and racist stereotypes in their presentation. These common publishing practices have substantial consequences for student learning, and music educators should consider the ethical and pedagogical need to supplement method books to address their limitations and problematic content.