Lesson 2: Culturally Responsive Teaching & Music Education
Learning Objectives
The participant will be able to:
- Provide examples of teaching methods that promote and/or support cultural responsiveness
- Discuss and explain how culturally responsive teaching benefits students
Introduction
Now that you are familiar with the ideals on which culturally responsive teaching is based upon and have some generalized examples of how to practice culturally responsive teaching, we may begin a more focused exploration of how these elements can be applied to the music classroom specifically. You will continue to explore and develop culturally responsive music teaching practices in Unit 3.
Why Is A Culturally Responsive Music Classroom Important?
- The idea of a multicultural music education is not new to music educators, but conversations regarding the importance and need for culturally responsive-sustaining instruction in the music classroom have only recently begun.
- “Through a culturally responsive approach to music teaching, music educators can make significant and meaningful learning connections with students” (McKoy, 2021, p. 22).
- Many students are not involved in a school music program by the time they reach high school (Elpus & Abril, 2011). As music educators, we want our students to continue to engage with music throughout their entire lifetime.
- Through practicing culturally responsive music teaching, we can connect the music our students prefer to the music they are learning in the classroom, and in many ways, bring their favorite music to the classroom. Because we do not have standardized exams in music, in most instances music teachers can align their curriculum and instruction with the individual interests of their students and capitalize on community arts resources.
- A culturally responsive music classroom is an engaging music classroom!
Activity
1. Read the article from Constance L. McKoy.
2. Use takeaways from the article and the following prompts as a self-assessment to help gauge your understanding and progress throughout this unit
- What are some ways you already implement culturally responsive practices in your classroom?
- What are some areas you can identify for improvement in your pedagogy?
- How do culturally responsive teaching practices help foster and strengthen positive student-teacher relationships?
- Did you ever have a music teacher who brought "your" music into the classroom? What did that look and feel like for you?
3. Add your thoughts and responses to the Padlet.
References
Elpus, K. & Abril, C. (2011). High school music ensemble students in the United States: A demographic profile. Journal of Research in Music Education, 61, 175-194.
Korbey, H. (2022). How music primes students for learning. Edutopia. https://www.edutopia.org/article/how-music-primes-brain-learning/
McKoy, C. L. (2021). Culturally responsive teaching: What it is, and why it’s important in music education. Southwestern Musician, 22-25.
Next Unit: Unit 2: Issues of Equity in Music Education
Unit 1 Homepage: Unit 1: Culturally Responsive Teaching
Course Homepage: Supporting Cultural Responsiveness & Equity in the Music Classroom