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Culturally Responsive Teaching in Music Education
From Understanding to Application





ISBN 9781138814721
Published February 19, 2016 by Routledge
148 Pages 30 B/W Illustrations

 
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Book Description

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

Table of Contents

TABLE OF CONTENTS

PREFACE
Purpose of the Book
   Acknowledgements
INTRODUCTION
   Why a Book about Culturally Responsive Pedagogy?
     Conceptual Framework
     Assumptions Informing Our Perspective for this Book
   Organization of This Book
PART I: UNDERSTANDING

CHAPTER 1: CULTURE, EDUCATION, AND CULTURALLY RESPONSIVE TEACHING
   What is Culture?
   Culture and Education
   The Development of Culturally Responsive Teaching 
   The Development of Culturally Responsive Teaching in Music Education
   Characteristics of Culturally Responsive Pedagogy
   Summary
   Questions for Discussion
   References
CHAPTER 2: UNDERSTANDING HOW CULTURE INFORMS 

THE DEVELOPMENT OF TEACHERS
   Who "We" Are
   Understanding and Fostering Cultural Competence
     Assumptions, Values, and Biases
     Understanding Culturally Different Learners
     Developing Appropriate Instructional Strategies and Techniques
   Why Cultural Competence Matters
   A History of Disenfranchisement
   Summary
   Questions for Discussion
   References
CHAPTER 3: UNDERSTANDING HOW CULTURE INFORMS 
LEARNERS’ EXPERIENCES IN THE MUSIC CLASSROOM
   Child Development and the Integration of Biology and Culture
   Cognition and Culture
   Knowledge Construction
     Aural Learning in Music
  Identity
     Culture and the Development of Musical Identity (IIM)
     Music and the Development of Cultural and Individual Identity (MII)
     Gender Identity and Music
     Music Preference and Taste
   Summary
  Questions for Discussion

CHAPTER 4: THE INTERSECTION WHERE TEACHING AND LEARNING MEET
   The Classroom Environment

Creating a Supportive Classroom
   Culturally Responsive Caring
     Understanding Communication Styles
     The Value of High Expectations
     Learning Communities
   The Culture of the School
   Family and Community Connections
   Politics and the American Educational System
   Summary
   Questions for Discussion
     References
PART II: APPLICATION

CHAPTER 5: APPLICATIONS IN THE CLASSROOM
   Culturally Responsive Teaching in Action
   Getting to Know Your Students
     Vignette
     In Their Own Words: Music Teachers’ Perspectives
     Strategies for Getting to Know Your Students
   Creating a Supportive Classroom Environment
     Vignette

  In Their Own Words: Music Teachers’ Perspectives
     Strategies for Creating an Instructional Environment that Welcomes and Values Diversity
   Making Program and Curricular Choices that are Culturally Responsive    
     Vignette
     In Their Own Words: Music Teachers’ Perspectives
     Strategies for Acknowledging Ethnic and Cultural Diversity in Music Instruction
   Summary
   Discussion Questions
     References
CHAPTER 6: SCHOOL CULTURE
   Culturally Responsive Schools in Action
   Re-envisioning School Culture
     Vignette
     In Their Own Words: Music Teachers’ Perspectives
   Engendering Pride in Schools that are Culturally Diverse
     Vignette
     In Their Own Words: Music Teachers’ Perspectives
   Fostering Positive Connections
     Vignette
     In Their Own Words: Music Teachers’ Perspectives
   Summary
   Strategies to Foster Positive Change in School Culture
   Discussion Questions
   References
CHAPTER 7: COMMUNITY
   Connecting to the Community
   Getting to Know the Community
     Vignette
     In Their Own Words: Music Teachers’ Perspectives
   Drawing Upon Community Expertise
     Vignette
     In Their Own Words: Teachers' Perspectives
   Learning Outside the School Room
     Vignette

     In Their Own Words: Music Teachers’ Perspectives
   Summary
   Key Considerations for Building School and Community Partnerships
   Discussion Questions
   References

CHAPTER 8: A VISION FOR CULTURALLY RESPONSIVE MUSIC EDUCATION

What Music Education Can Be

Why Change is Needed

Disrupting the Self-Perpetuating Cycle

Conclusion

References

INDEX

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Author(s)

Biography

Vicki R. Lind is an Associate Professor, University of Arkansas Little Rock.

Constance L. McKoy is an Associate Professor and Director of Undergraduate Studies in Music Education, The University of North Carolina at Greensboro.