Yimiao Su Department of Art International College,Krirk university,Thailand
ABSTRACT
In the context of an increasingly interconnected global society, the significance of intercultural art education communication and cross-cultural communication has become paramount in facilitating comprehension and cooperation among heterogeneous cultural communities. The field of music ethnography has the capacity to contribute significantly to the advancement of intercultural art education communication through its examination of a wide range of musical traditions and its facilitation of cross-cultural dialogue. The primary objective of this study is to examine the significance of music ethnography in promoting intercultural comprehension. A qualitative research methodology was utilized to investigate the experiences and perspectives of the participants. The data was gathered via comprehensive interviews and observations of participants within intercultural art education environments. The participants placed significant emphasis on the profound impact of music in challenging preconceived notions, fostering an understanding and admiration for a wide range of cultural manifestations, and establishing profound connections that transcend cultural barriers. Nonetheless, a number of obstacles were recognized in the realm of intercultural art education communication, including but not limited to language barriers, cultural disparities, and ethical dilemmas. Consequently, the need for appropriate approaches and resolutions to ensure successful intercultural art education communication has become evident. This study enhances the comprehension of intercultural art education communication and cross-cultural communication through the emphasis on the significance of music ethnography. The results underscore the significance of integrating music as a universally understood form of communication and as a tool for promoting intercultural comprehension. This paper offers suggestions to educators, artists, and policymakers in order to improve intercultural art education practices. The study additionally acknowledges its limitations and proposes potential avenues for future research, including the augmentation of sample size, the implementation of longitudinal studies, and the undertaking of comparative analyses.
