Fifteenth International Conference on The Inclusive Museum

Abstract

Music museums define an immense scope of musicology worldwide and present audience members with various perspectives into musical cultures, traditions, and epochs. Thematic and content-specific music museums are beneficial to define history, introduce artistic insights, and shed light on composers, their works, and careers while offering a unique experience to music enthusiasts. However, as per Simon’s framework (Carbonell, 2012), seeking a path into history by centering on a particular portion of the past limits the audience members’ perceptions due to history – as a method to concentrate on the future rather than the past – allows one to focus on the interdisciplinary multi-cultural approach to introduce musicology and ethnomusicology to students in K-12 institutions through the use of digital literacies and comparative education. This study’s purpose is to reinvent the music museum experience by providing a series of contrasting views through which one views music and its influence. Through museology, comparative music education allows students to emphasize project-based learning while attaining new cultural knowledge, thoughts, and ideas.