According to Young (2005), there are three types of cultural appropriation:
What teachers must constantly be careful of is cultural appropriation as theft (taking music that is “owned” or instruments that belong elsewhere); cultural appropriation as assault (no permission, no consideration, no compensation); cultural appropriation as offence (Young 2008). Dilworth (2019) offers cultural exchange and cultural appreciation as ways forward:
In the case of this project, previously written research featured in "Cultural Contexts" and "Music in Grenada" went through ethics approval and member checking. Songs have been sourced through personal contacts, the Association for Cultural Equity, and Smithsonian Folkways. Only games, work songs, and lullabies are being used; songs religious or ritualistic in nature (e.g. Yoruba Shango songs; funerary songs) have not been included.
The majority of the photos on the website were taken by the author. Other photos are open source on Google.
- Subject appropriation
- Content appropriation
- Object appropriation
What teachers must constantly be careful of is cultural appropriation as theft (taking music that is “owned” or instruments that belong elsewhere); cultural appropriation as assault (no permission, no consideration, no compensation); cultural appropriation as offence (Young 2008). Dilworth (2019) offers cultural exchange and cultural appreciation as ways forward:
- Cultural exchange: Importance of permission, care.
- Cultural appreciation: When “elements of a culture are used while honouring the source they came from. It is important to note that appreciation involves respect and value” (Fragoso, 2016). Learning is key here: historical contexts, pronunciation, consultation. He advocates for looking to your own choir (or class) for these consultations.
In the case of this project, previously written research featured in "Cultural Contexts" and "Music in Grenada" went through ethics approval and member checking. Songs have been sourced through personal contacts, the Association for Cultural Equity, and Smithsonian Folkways. Only games, work songs, and lullabies are being used; songs religious or ritualistic in nature (e.g. Yoruba Shango songs; funerary songs) have not been included.
The majority of the photos on the website were taken by the author. Other photos are open source on Google.