Music education in Singapore focuses on Western composers for the topics focusing on “art” music for Western performing forces, focusing heavily on composers from Europe and North America. While the study of this repertoire has its benefits, limiting students to this canon can create a narrow perspective on music’s diverse cultural heritage. Instead, incorporating works by Asian and other global composers who write for Western performing forces would broaden students’ understanding, promoting a more balanced and inclusive view of music. This approach not only reflects Singapore’s multicultural identity but also enhances students’ creative and analytical skills by exposing them to unique cultural influences and perspectives.
Disadvantages of Focusing Mainly on Western Composers
- Reinforcement of Eurocentrism in Music Education
A curriculum dominated by Western composers reinforces Eurocentrism, implicitly suggesting that European and North American composers set the standard for musical excellence. This bias marginalizes non-Western perspectives, positioning them as secondary or peripheral. Consequently, students may develop an unbalanced view of music history and theory, perceiving Western contributions as the pinnacle of musical achievement. This skewed perspective is particularly limiting in Singapore, a country with deep cultural ties across Asia and a population that values diversity. - Limited Exposure to Cultural Innovation and Diversity
Western composers often draw upon a shared heritage of European harmonies, structures, and performance practices. While these are valuable, they do not represent the full spectrum of musical expression found around the world. By focusing solely on these composers, students miss out on the innovative ways global composers integrate unique cultural elements into compositions for Western instruments. For example, the works of Japanese composer Toru Takemitsu offers a fresh perspective on rhythm, melody, and instrumentation that reflects his cultural roots. This diversity enhances students’ creative potential, offering them a broader toolkit for expression and composition. - Narrowed Understanding of Contemporary Musical Practices
Many Western music curricula emphasize Western composers from the Baroque, Classical, and Romantic periods, which limits students’ exposure to global composers from 18th-century Afro French composer Joseph Bologne to contemporary Asian composers. By studying mainly Western composers, students may struggle to relate to or recognize the relevance of art music in global contexts. In contrast, exploring global composers offers insights into how music can address and reflect global concerns, broadening students' analytical skills and helping them see music as a living global art form.
Benefits of Studying Asian and Global Composers for Western Performing Forces
- Cultural Bridging Through Familiar Mediums
When Asian and other global composers write for Western orchestras or ensembles, they create a bridge between cultures, incorporating traditional musics. For example, Indonesian composer I Wayan Gde Yudane incorporates gamelan influences into Western compositions, introducing students to Southeast Asian musical idioms within a familiar orchestral structure. - Increased Creative and Analytical Skills
Composers from different cultures bring unique approaches to structure, harmony, and rhythm, challenging students to think beyond Western conventions. For example, Japanese composer Dai Fujikura’s works often reflect Japanese aesthetic principles, such as “ma” (the beauty of empty space). Engaging with these diverse approaches enhances students' analytical skills, as they learn to identify and appreciate the creative decisions that reflect different cultural values and philosophies. This exposure ultimately fosters a more adaptable, innovative approach to music. - Encouragement of Cross-Cultural Collaboration and Innovation
Singapore is a global city with a rich cultural blend, and its music students are likely to collaborate with artists from various backgrounds. By studying Asian and global composers, students become familiar with different musical traditions and are better prepared for collaborative, cross-cultural work. This familiarity with diverse cultural practices not only fosters respect and understanding but also enhances students' capacity for innovation, as they learn to draw on various cultural resources to create new, original works. In a globalized music industry, this adaptability is a significant advantage. - Developing a Well-Rounded Global Perspective in Music
Studying global composers who write for Western performing forces allows students to transcend cultural boundaries. This global perspective is especially valuable in a multicultural society like Singapore, where diverse cultural narratives coexist and interact. Exposure to global composers helps students understand that Western instruments and forms are not exclusive to Western composers but are tools that can communicate a wide range of cultural experiences and expressions. This perspective not only enriches their musical education but also broadens their worldview, fostering a sense of interconnectedness and shared humanity.
Conclusion
By incorporating the works of Asian and other global composers who write for Western performing forces, Singapore’s music education can cultivate a richer, more inclusive understanding of music. Focusing solely on Western composers limits students' exposure to the diversity and innovation found in global musical traditions, reinforcing Eurocentrism and potentially alienating students from their own cultural heritage. Expanding the curriculum to include global voices bridges cultural gaps, enhances students' creative and analytical skills, and prepares them for meaningful collaboration in a globalized world. For Singaporean music students, a well-rounded education that embraces the contributions of global composers offers a path toward a more informed, inclusive, and culturally relevant musical experience.
