Cross-cultural communication in the music studio

American Music Teacher, August-Sept, 2002 by Kenneth Williams

When the behavior or attitudes of students from other cultures bewilder teachers, sometimes teachers attribute the puzzling characteristics to a foreign culture, when actually the characteristics may be unique to the individual or common to all humans. If a teacher finds that a student lacks motivation, he or she may presume all member of that culture are lazy. Misunderstandings such as this can hurt, and they hinder effective communication. Getting to know students from other cultures requires making careful distinctions between cultural characteristics and individual personality traits. In the music studio, teachers work to develop self-expression through musical performance. Achieving that goal varies with each student according to personality traits and learning styles, which may be influenced by cultural factors.

The most obvious barrier to communication across cultural lines is language, yet it is possible to teach without words. While teaching at The Interlochen Center for the Arts in Michigan one summer, I taught a young Korean girl who spoke no English, and I speak no Korean. We had four lessons with practically no conversation. Using modeling and imitation, the lessons included tone production, hand position, rubato and practice techniques. While this type of instruction produces results, it develops a superficial type of learning with no independent thinking on the learner's part. It solves the language problem, but it essentially is rote teaching and one-way communication with very little interaction between teacher and pupil.

Hofstede identifies language as the most superficial manifestation of culture. Like visual icons, flags and modes of dress, language is an outward symbol that conveys meaning. More important than language are nonverbal communication patterns--modes of greeting, social customs and religious rituals. Still more important than verbal and nonverbal communication are values, the essential manifestation of culture. Cultural values include concepts of what is good or beautiful or appropriate. These are preferences learned from the family and from society. Understanding students from different cultures involves considering the values guiding their judgment, actions and perceptions. Teachers and students can communicate without words at a superficial level. Effective teaching, though, especially in the arts, requires dialogue at a deeper level and respect for other values. Understanding how values operate in students' thoughts and feelings is difficult but terribly important, especially when molding artistic sensibilities.

As we consider culture's implications on teaching and learning, we see the most poignant differences between Eastern and Western cultures. Eastern values stem from the philosophical teachings and traditions of the Confucian heritage. Western values stem from Greek and Roman sources and Judeo-Christian philosophies. While there is great diversity within these cultures and numerous subcultures have evolved over the centuries, these philosophical roots are the sources from which values emerge and more superficial manifestations of culture develop. Even when students from Eastern and Western cultures speak the same language, wear the same fashions and perhaps even share common religious beliefs, they are likely to experience fundamental confusion when learning to perform and teach in another culture.