Traditional Music and Globalization

Abstract

This research paper is on “Traditional Music and Globalization”, An area in which important changes were registered in modern globalized India and all over world that of Music education. Almost every attempt in the field was prompted by a desire to institutionalize and globalized training in music. The traditional gurukul paddhati was most important for music education in past time. Institutionalization and globalization of music chiefly explored two avenues, firstly, of creating new institutes solely devoted to music education and secondly, that of creating curricular scope for music in places of higher education, especially the universities. In both the cases, an avowed aim was to bring music in the mainstream of education and thus bestow new social prestige on music and its practitioners. The newly created apparatus of music education invariably led to lying down of a curriculum, preparing of text-book, conducting of examinations and awarding of degrees top successful candidates. The long tradition of music in India had completely broken down by the medieval times. Since then music in India changed so considerably that no correspondence can be found between the musicological texts and the modern practice of music. The fact obviously necessitates restatement of the musicological framework underlying the performing tradition. Themes include morality in culture, the traditional guru shishya parampara, the role of nationalism in twentieth century educational reforms, and the impact of technology in the latter half of the twentieth century. The recognition of emotions in music is related to emotional intelligence. Increasing the amount of classroom music within the curriculum can increase social within class, greater self-reliance, better social adjustment and more positive attitudes, particularly in low ability, disaffected pupils so that the importance of traditional Music and new aspect of globalized world.