Culturally Responsive Teaching in Music Education: From Understanding to Application, 1st Edition (Paperback) book cover

Culturally Responsive Teaching in Music Education

From Understanding to Application, 1st Edition

By Vicki R. Lind, Constance McKoy

Routledge

148 pages | 30 B/W Illus.

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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

About the Authors

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.

Subject Categories

BISAC Subject Codes/Headings:
MUS000000
MUSIC / General