0 s ▁on ward ▁to ▁divers ify ▁the ▁music ▁curr icul um , ▁and ▁to ▁work ▁with ▁eth nom us ic olog ists ▁and ▁artist - mus icians ▁to ▁establish ▁instruction al ▁practices ▁root ed ▁in ▁musical ▁trad itions . ▁ ▁' World ▁music ▁ped ag ogy ' ▁was ▁co ined ▁by ▁Pat ric ia ▁She han ▁Campbell ▁to ▁describe ▁world ▁music ▁content ▁and ▁practice ▁in ▁elementary ▁and ▁secondary ▁school ▁music ▁programs . ▁ ▁P ione ers ▁of ▁the ▁movement , ▁especially ▁Barbara ▁Re eder ▁Lund qu ist , ▁William ▁M . ▁Anderson , ▁and ▁Will ▁Sch mid , ▁influenced ▁a ▁second ▁generation ▁of ▁music ▁educ ators ▁( including ▁J . ▁Bry an ▁Bur ton , ▁Mary ▁Go et ze , ▁Ellen ▁McC ull ough - B rab son , ▁and ▁Mary ▁Sh am rock ) ▁to ▁design ▁and ▁deliver ▁curr icular ▁models ▁to ▁music ▁teachers ▁of ▁various ▁levels ▁and ▁special izations . ▁The ▁ped ag ogy ▁advoc ates ▁the ▁use ▁of ▁human ▁resources , ▁i . e ., ▁" c ulture - b ear ers ," ▁as ▁well ▁as ▁deep ▁and ▁continued ▁listening ▁to ▁arch ived ▁resources ▁such ▁as ▁those ▁of ▁Smith son ian ▁Fol k ways ▁Record ings . ▁ ▁Con vers ational ▁S olf ège ▁In fl uen ced ▁by ▁both ▁the ▁K od ály ▁method ▁and ▁Gordon ' s ▁Music ▁Learning ▁Theory , ▁Con vers ational ▁S olf ège ▁was ▁developed ▁by ▁Dr . ▁John ▁M . ▁Fe ier ab end , ▁former ▁chair ▁of ▁music ▁education ▁at ▁the