Culturally Responsive Teaching in Music Education

Culturally Responsive Teaching in Music Education
Author: Constance L. McKoy,Vicki R. Lind
Publsiher: Routledge
Total Pages: 160
Release: 2016-02-12
ISBN: 1317600835
Category: Music
Language: EN, FR, DE, ES & NL

Culturally Responsive Teaching in Music Education Book Excerpt:

Culturally Responsive Teaching in Music Education presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It is a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed to be a supplementary resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Section I and a review of teaching applications in Section II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: • Offering theoretical/philosophical frameworks of social justice • Providing practical examples of transferring theory into practice in music education • Illustrating culturally responsive pedagogy within the classroom • Demonstrating the connection of culturally responsive teaching to the school and larger community

Culturally Responsive Teaching in Music Education

Culturally Responsive Teaching in Music Education
Author: Constance L. McKoy,Vicki R. Lind
Publsiher: Taylor & Francis
Total Pages: 182
Release: 2022-10-28
ISBN: 1000646319
Category: Education
Language: EN, FR, DE, ES & NL

Culturally Responsive Teaching in Music Education Book Excerpt:

Culturally Responsive Teaching in Music Education: From Understanding to Application, Second Edition, presents teaching methods that are responsive to how different culturally specific knowledge bases impact learning. It offers a pedagogy that recognizes the importance of including students’ cultural references in all aspects of learning. Designed as a resource for teachers of undergraduate and graduate music education courses, the book provides examples in the context of music education, with theories presented in Part I and a review of teaching applications in Part II. Culturally Responsive Teaching in Music Education is an effort to answer the question: How can I teach music to my students in a way that is culturally responsive? This book serves several purposes, by: Providing practical examples of transferring theory into practice in music education. Illustrating culturally responsive pedagogy within the classroom. Demonstrating the connection of culturally responsive teaching to the school and larger community. This Second Edition has been updated and revised to incorporate recent research on teaching music from a culturally responsive lens, new data on demographics, and scholarship on calls for change in the music curriculum. It also incorporates an array of new perspectives from music educators, administrators, and pre-service teachers—drawn from different geographic regions—while addressing the impact of the Covid-19 pandemic and the 2020 social justice protests.

Culturally Responsive Choral Music Education

Culturally Responsive Choral Music Education
Author: Julia T. Shaw
Publsiher: Routledge
Total Pages: 126
Release: 2019-08-28
ISBN: 0429995296
Category: Music
Language: EN, FR, DE, ES & NL

Culturally Responsive Choral Music Education Book Excerpt:

Culturally Responsive Choral Music Education visits the classrooms of three ethnically diverse choral teacher-conductors to highlight specific examples of ways that culturally responsive teaching (CRT) can enrich choral music education. Principles of CRT are illustrated in contrasting demographic contexts: a choir serving a sizeable immigrant Hispanic population, a choir with an African American classroom majority, and a choir comprised of students who identify with eighteen distinct ethnicities. Additionally, portraits of nine ethnically diverse students illuminate how CRT shaped their experiences as members of these choral ensembles. Practical recommendations are offered for developing a culturally responsive classroom environment.

Culturally Responsive Teaching and Learning in Higher Education

Culturally Responsive Teaching and Learning in Higher Education
Author: Tripp, Lucretia Octavia,Collier, Rhonda M.
Publsiher: IGI Global
Total Pages: 349
Release: 2019-09-20
ISBN: 1522599916
Category: Education
Language: EN, FR, DE, ES & NL

Culturally Responsive Teaching and Learning in Higher Education Book Excerpt:

As diversity continues to increase in classrooms, teachers need to be culturally aware and sensitive in order to ensure student success. It is important to understand what best practices are available to support this ever-increasing awareness of learning to respect those who are different and to understand how this is key to orchestrating a series of social interactions and social contexts. Culturally Responsive Teaching and Learning in Higher Education is an essential scholarly reference source that provides comprehensive research on culturally responsive teaching and the impact of culture on teaching and contextualizes issues related to cultural diversity and inequity in education. Featuring a broad range of topics such as gender bias, STEM, and social media, the goal of the book is to build transformative educators and administrators equipped to prepare 21st century global citizens. It is ideal for faculty, teachers, administrators, principals, curriculum developers, course designers, professionals, researchers, and students seeking to improve teaching methodologies and faculty development.

Research Anthology on Culturally Responsive Teaching and Learning

Research Anthology on Culturally Responsive Teaching and Learning
Author: Management Association, Information Resources
Publsiher: IGI Global
Total Pages: 1061
Release: 2021-05-28
ISBN: 1799890279
Category: Education
Language: EN, FR, DE, ES & NL

Research Anthology on Culturally Responsive Teaching and Learning Book Excerpt:

As education continues to take great strides to become more inclusive and understanding of diverse students and cultures, teaching practices and methods for learning are an essential part of the puzzle and must be addressed to create culturally responsive educational experiences. Teachers must make meaningful connections between a student’s culture, language, life experiences, and background to what the student is learning in the classroom. By integrating culture into the classroom, student achievement can be fostered, and students can excel. Underserved populations may face discrimination when it comes to culture, language, or race, and their needs can often be neglected. By implementing culturally responsive teaching, students can feel valued, motivated, understood, and included in their education. The Research Anthology on Culturally Responsive Teaching and Learning displays the best practices and lessons learned for culturally responsive teaching and learning across different types of institutions, classroom subjects, and with different types of students from diverse cultural backgrounds. The chapters focus on culturally responsive practices and how these methods for teaching can impact student success, empowerment, and cultural competence. This book is essential in understanding cultural diversity and inequity in education as well as the ways to address it. This book is ideal for faculty, teachers, counselors, administrators, principals, curriculum developers, instructional designers, professionals, researchers, and students seeking to improve their understanding of culturally responsive teaching and learning.

The Oxford Handbook of Preservice Music Teacher Education in the United States

The Oxford Handbook of Preservice Music Teacher Education in the United States
Author: Colleen Conway,Kristen Pellegrino,Ann Marie Stanley,Chad West
Publsiher: Oxford University Press
Total Pages: 656
Release: 2019-10-15
ISBN: 0190671424
Category: Music
Language: EN, FR, DE, ES & NL

The Oxford Handbook of Preservice Music Teacher Education in the United States Book Excerpt:

The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.

World Music Pedagogy Volume V Choral Music Education

World Music Pedagogy  Volume V  Choral Music Education
Author: Sarah J. Bartolome
Publsiher: Routledge
Total Pages: 220
Release: 2019-03-18
ISBN: 1351673041
Category: Music
Language: EN, FR, DE, ES & NL

World Music Pedagogy Volume V Choral Music Education Book Excerpt:

World Music Pedagogy, Volume V: Choral Music Education explores specific applications of the World Music Pedagogy process to choral music education in elementary, middle, and high school contexts, as well as within community settings. The text provides clear and accessible information to help choral music educators select, rehearse, and perform a diverse global repertoire. It also guides directors in creating a rich cultural context for learners, emphasizing listening, moving, and playing activities as meaningful music-making experiences. Commentary on quality, commercially available world music repertoire bridges the gap between the philosophy of World Music Pedagogy and the realities of the performance-based choral classroom. All chapters open with a series of vignettes that illuminate the variety of possibilities within multiple K-12 contexts, providing the reader with a sense of how the ideas presented might look "on the ground." Ready-to-integrate activities serve as concrete and pedagogically sound examples to guide directors as they develop their own instructional materials according to the needs of their choir. Content features choral and vocal music-making traditions from South and West Africa; Latin America; Southeast, East, and South Asia; the Pacific Islands; Australia; New Zealand; Scandinavia; and the Baltics.

Teaching Music Learning Culture

Teaching Music  Learning Culture
Author: Tracy Rohan
Publsiher: Unknown
Total Pages: 980
Release: 2011
ISBN: 1928374650XXX
Category: Multicultural education
Language: EN, FR, DE, ES & NL

Teaching Music Learning Culture Book Excerpt:

Culturally Sustaining Pedagogies in Music Education

Culturally Sustaining Pedagogies in Music Education
Author: Emily Good-Perkins
Publsiher: Routledge
Total Pages: 159
Release: 2021-09-30
ISBN: 1000461327
Category: Education
Language: EN, FR, DE, ES & NL

Culturally Sustaining Pedagogies in Music Education Book Excerpt:

This volume problematizes the historic dominance of Western classical music education and posits culturally sustaining pedagogy (CSP) as a framework through which music curricula can better serve increasingly diverse student populations. By detailing a qualitative study conducted in an urban high school in the United States, the volume illustrates how traditional approaches to music education can inhibit student engagement and learning. Moving beyond culturally responsive teaching, the volume goes on to demonstrate how enhancing teachers’ understanding of alternative musical epistemologies can support them in embracing CSP in the music classroom. This new theoretical and pedagogical framework reconceptualizes current practices to better sustain the musical cultures of the minoritized. This text will benefit researchers, academics, and educators with an interest in music education, multicultural education, and urban education more broadly. Those specifically interested in ethnomusicology and classroom practice will also benefit from this book.

The Oxford Handbook of Assessment Policy and Practice in Music Education

The Oxford Handbook of Assessment Policy and Practice in Music Education
Author: Timothy Brophy
Publsiher: Oxford University Press
Total Pages: 848
Release: 2019-01-02
ISBN: 0190248149
Category: Music
Language: EN, FR, DE, ES & NL

The Oxford Handbook of Assessment Policy and Practice in Music Education Book Excerpt:

In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.

Culturally Sustaining Pedagogies in Music Education

Culturally Sustaining Pedagogies in Music Education
Author: Emily Good-Perkins
Publsiher: Unknown
Total Pages: 135
Release: 2021
ISBN: 9780367568221
Category: Culturally sustaining pedagogy
Language: EN, FR, DE, ES & NL

Culturally Sustaining Pedagogies in Music Education Book Excerpt:

"This volume problematizes the historic dominance of Western classical music education and posits culturally sustaining pedagogy (CSP) as a framework through which music curricula can better serve increasingly diverse student populations. By detailing a qualitative study conducted in an urban high school in the US, the volume illustrates how traditional approaches to music education can inhibit student engagement and learning. Moving beyond culturally responsive teaching, the volume goes on to demonstrate how enhancing teachers' understanding of alternative musical epistemologies can support them in embracing CSP in the music classroom. This new theoretical and pedagogical framework reconceptualizes current practices to better sustain the musical cultures of the minoritized. This text will benefit researchers, academics, and educators with an interest in music education, multicultural education, and urban education more broadly. Those specifically interested in ethnomusicology and classroom practice will also benefit from this book. Emily Good-Perkins is an Instructor of Voice and Vocal Pedagogy at Marian University, USA. She is also the founder and Executive Director for the non-profit organization, Voicing Futures"--

Culturally Responsive Music Education

Culturally Responsive Music Education
Author: Rachael Fleischaker
Publsiher: Unknown
Total Pages: 360
Release: 2021
ISBN: 1928374650XXX
Category: Culturally relevant pedagogy
Language: EN, FR, DE, ES & NL

Culturally Responsive Music Education Book Excerpt:

Calls for reform in music education have been mounting in the United States as student demographics become more diverse, but ethnic, racial, and economic identities of teachers remain constant (Gay, 2018; Ladson-Billings, 2014; Lind & McKoy, 2016). Rising tensions and appeals for more social equity in public institutions demand a reexamination of context and content in music classes. Culturally responsive music education (CRME) is the practice of recognizing, understanding, and incorporating cultural characteristics of students into the pedagogy and curriculum of music classes. Goals and methods of this practice focus on creating comprehensive musical experiences, celebrating diversity, and empowering students to incorporate cultural knowledge in their musical learning. While CRME is applicable to all music teachers, music classes are often compulsory at the elementary level (Bradley, 2007; OAAE, 2018) increasing the need for elementary music teachers to understand how culture interconnects with learning (Abril, 2009; Kelly, 2003; Doyle, 2012b). The purpose of this dissertation was to explore the beliefs and practices of elementary music teachers who consistently and successfully utilize CRME in general music settings. This investigation was guided by three research questions: (1) What contextual knowledge do successful elementary general music teachers hold about their students and communities in which they teach? (2) How do elementary general music teachers gain the skills and knowledge necessary to understand culturally responsive practices? and (3) What processes are involved in conceptualizing and actualizing culturally responsive practices in general music classrooms? This qualitative multiple case study design involved six elementary general music teachers from across a mid-western state. Participants were selected through criterion sampling with an emphasis on maximum variation. Data was collected over the course of nine months from multiple sources, including individual interviews, observations during site visits, focus group interviews, directed journaling, and artifacts gathered while at the schools. Member checks and peer debriefing were utilized to represent participants' voices as authentically as possible. An inductive analysis revealed themes such as cultural identity, musical life, teaching situations, opportunities, and challenges which contributed to the formation of teachers' conceptual understandings and practical applications of CRME. A cross-case analysis (Stake, 2006) was used to define commonalities between and across cases and to determine how cultural competency, critical conscious, and academic achievement were embedded in each case. A discussion of emergent themes, such as identifying culture in music education contexts, examining power dynamics, taking risks, and building resiliency, explored how CRME can be successfully utilized. This study offers insight into the diverse experiences of music teachers, cultural perceptions within individual classrooms, and descriptions of how culturally responsive teaching can be implemented in elementary general music settings. Findings and discussion offer progressive direction to the music education community with resources and ideas for defining and employing culturally responsive music education.

World Music Pedagogy Volume VII Teaching World Music in Higher Education

World Music Pedagogy  Volume VII  Teaching World Music in Higher Education
Author: William J. Coppola,David G. Hebert,Patricia Shehan Campbell
Publsiher: Routledge
Total Pages: 234
Release: 2020-08-30
ISBN: 1000168719
Category: Education
Language: EN, FR, DE, ES & NL

World Music Pedagogy Volume VII Teaching World Music in Higher Education Book Excerpt:

World Music Pedagogy, Volume VII: Teaching World Music in Higher Education addresses a pedagogical pathway of varied strategies for teaching world music in higher education, offering concrete means for diversifying undergraduate studies through world music culture courses. While the first six volumes in this series have detailed theoretical and applied principles of World Music Pedagogy within K-12 public schools and broader communities, this seventh volume is chiefly concerned with infusing culture-rich musical experiences through world music courses at the tertiary level, presenting a compelling argument for the growing need for such perspectives and approaches. These chapters include discussions of the logical trajectories of the framework into world music courses, through which the authors seek to challenge the status quo of lecture-only academic courses in some college and university music programs. Unique to this series, each of these chapters illustrates practical procedures for incorporating the WMP framework into sample classes. However, this volume (like the rest of the series) is not a prescriptive "recipe book" of lesson plans. Rather, it seeks to enrich the conversation surrounding cultural diversity in music through philosophically-rooted, social justice-conscious, and practice-oriented perspectives.

Giving Voice to Democracy in Music Education

Giving Voice to Democracy in Music Education
Author: Lisa C. DeLorenzo
Publsiher: Routledge
Total Pages: 292
Release: 2015-10-23
ISBN: 1317534549
Category: Music
Language: EN, FR, DE, ES & NL

Giving Voice to Democracy in Music Education Book Excerpt:

This book examines how music education presents opportunities to shape democratic awareness through political, pedagogical, and humanistic perspectives. Focusing on democracy as a vital dimension in teaching music, the essays in this volume have particular relevance to teaching music as democratic practice in both public schooling and in teacher education. Although music educators have much to learn from others in the educational field, the actual teaching of music involves social and political dimensions unique to the arts. In addition, teaching music as democratic practice demands a pedagogical foundation not often examined in the general teacher education community. Essays include the teaching of the arts as a critical response to democratic participation; exploring democracy in the music classroom with such issues as safe spaces, sexual orientation, music of the Holocaust, improvisation, race and technology; and music teaching/music teacher education as a form of social justice. Engaging with current scholarship, the book not only probes the philosophical nature of music and democracy, but also presents ways of democratizing music curriculum and human interactions within the classroom. This volume offers the collective wisdom of international scholars, teachers, and teacher educators and will be essential reading for those who teach music as a vital force for change and social justice in both local and global contexts.

Theory and Practice of Technology Based Music Instruction

Theory and Practice of Technology Based Music Instruction
Author: Jay Dorfman
Publsiher: Oxford University Press
Total Pages: 216
Release: 2022-01-28
ISBN: 0197558984
Category: Educational technology
Language: EN, FR, DE, ES & NL

Theory and Practice of Technology Based Music Instruction Book Excerpt:

Technology is an increasingly popular part of music education in schools that attracts students to school music who might not otherwise be involved. In many teacher preparation programs, music technology is an afterthought that does not receive the same extensive treatment as do traditional areas of music teaching such as band, orchestra, choir, and general music. This book helps to establish a theoretical and practical foundation for how to teach students to use technology as the major means for developing their musicianship. Including discussions of lesson planning, lesson delivery, and assessment, readers will learn how to gain comfort in the music technology lab. Theory and Practice of Technology-Based Music Instruction also includes "profiles of practice" that dive into the experiences of real teachers in music technology classes, their struggles, their successes, and lessons we can learn from both. In this second edition, new profiles feature Teachers of Color who use technology extensively in their varied types of music teaching. This edition encourages readers to think about issues of inequity of social justice in music education technology and how teachers might begin to address those concerns. Also updated are sections about new standards that may guide music education technology practice, about distance and technology-enhanced learning during the global pandemic, and about ways to integrate technology in emerging contexts.

Engaging Musical Practices

Engaging Musical Practices
Author: Suzanne Louise Burton
Publsiher: Rowman & Littlefield
Total Pages: 280
Release: 2021
ISBN: 1475851278
Category: Middle school education
Language: EN, FR, DE, ES & NL

Engaging Musical Practices Book Excerpt:

Engaging Musical Practices: A Sourcebook for Middle School General Music presents numerous ways to engage adolescents in active music making that is relevant to their lives so that they may be more apt to continue their involvement with music as a lifetime endeavor.

Complicating Considering and Connecting Music Education

Complicating  Considering  and Connecting Music Education
Author: Lauren K. Richerme
Publsiher: Unknown
Total Pages: 200
Release: 2020-05-05
ISBN: 0253047501
Category: Education
Language: EN, FR, DE, ES & NL

Complicating Considering and Connecting Music Education Book Excerpt:

In Complicating, Considering, and Connecting Music Education, Lauren Kapalka Richerme proposes a poststructuralist-inspired philosophy of music education. Complicating current conceptions of self, other, and place, Richerme emphasizes the embodied, emotional, and social aspects of humanity. She also examines intersections between local and global music making. Next, Richerme explores the ethical implications of considering multiple viewpoints and imagining who music makers might become. Ultimately, she offers that music education is good for facilitating differing connections with one's self and multiple environments. Throughout the text, she also integrates the writings of Gilles Deleuze and Félix Guattari with narrative philosophy and personal narratives. By highlighting the processes of complicating, considering, and connecting, Richerme challenges the standardization and career-centric rationales that ground contemporary music education policy and practice to better welcome diversity.

Music Education for Social Change

Music Education for Social Change
Author: Juliet Hess
Publsiher: Routledge
Total Pages: 212
Release: 2019-05-22
ISBN: 0429838395
Category: Music
Language: EN, FR, DE, ES & NL

Music Education for Social Change Book Excerpt:

Music Education for Social Change: Constructing an Activist Music Education develops an activist music education rooted in principles of social justice and anti-oppression. Based on the interviews of 20 activist-musicians across the United States and Canada, the book explores the common themes, perceptions, and philosophies among them, positioning these activist-musicians as catalysts for change in music education while raising the question: amidst racism and violence targeted at people who embody difference, how can music education contribute to changing the social climate? Music has long played a role in activism and resistance. By drawing upon this rich tradition, educators can position activist music education as part of a long-term response to events, as a crucial initiative to respond to ongoing oppression, and as an opportunity for youth to develop collective, expressive, and critical thinking skills. This emergent activist music education—like activism pushing toward social change—focuses on bringing people together, expressing experiences, and identifying (and challenging) oppressions. Grounded in practice with examples integrated throughout the text, Music Education for Social Change is an imperative and urgent consideration of what may be possible through music and music education.

21st Century Music Education Informal Learning and Non Formal Teaching

21st Century Music Education  Informal Learning and Non Formal Teaching
Author: Ruth Wright
Publsiher: Canadian Music Educators' Association
Total Pages: 461
Release: 2016
ISBN: 098120385X
Category: Music
Language: EN, FR, DE, ES & NL

21st Century Music Education Informal Learning and Non Formal Teaching Book Excerpt:

The Oxford Handbook of Qualitative Research in American Music Education

The Oxford Handbook of Qualitative Research in American Music Education
Author: Colleen M. Conway
Publsiher: Oxford University Press
Total Pages: 696
Release: 2014-04-01
ISBN: 0199844283
Category: Music
Language: EN, FR, DE, ES & NL

The Oxford Handbook of Qualitative Research in American Music Education Book Excerpt:

Qualitative research has become increasingly popular in music education over the last decade, yet there is no source that explains the terms, approaches and issues associated with this approach. In The Oxford Handbook of Qualitative Research in American Music Education, editor Colleen Conway and the contributing music educators provide that clarification, as well as models of qualitative studies within various music education disciplines. The handbook outlines the history of qualitative research in American music education and explores the contemporary use of qualitative approaches in examining issues related to music teaching and learning. It includes 32 chapters that address a range of topics, from ways of approaching qualitative research and ways of collecting and analyzing data, to the various music teaching and learning contexts that have been studied using qualitative approaches. The final section of the book tackles permission to conduct research, teaching qualitative research, publishing qualitative research, and provides direction for the future. An ambitious and much-needed volume, this handbook will stand as a key resource for drawing meaning from the experiences of students and teachers in music classrooms and communities both in America and in other countries.