Music Learning And Teaching In Culturally And Socially Diverse Contexts

This book examines the inter-relationship between music learning and teaching, and culture and society: a relationship that is crucial to comprehend in today’s classrooms. The author presents case studies from diverse music learning and teaching contexts – including South India and Australia and online learning environments – to compare the modes of transmission teachers use to share their music knowledge and skills. It is imperative to understand the ways in which culture and society can in fact influence music teachers’ beliefs and experiences: and in understanding, there is potential to improve intercultural approaches to music education more generally. In increasingly diverse schools, the author highlights the need for culturally appropriate approaches to music planning, assessment and curricula. Thus, music teachers and learners will be able to understand the diversity of music education, and be encouraged to embrace a variety of methods and approaches in their own teaching. This inspiring book will be of interest and value to all those involved in teaching and learning music in various contexts.

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.

This open access book highlights the importance of visions of alternative futures in music teacher education in a time of increasing societal complexity due to increased diversity. There are policies at every level to counter prejudice, increase opportunities, reduce inequalities, stimulate change in educational systems, and prevent and counter polarization. Foregrounding the intimate connections between music, society and education, this book suggests ways that music teacher education might be an arena for the reflexive contestation of traditions, hierarchies, practices and structures. The visions for intercultural music teacher education offered in this book arise from a variety of practical projects, intercultural collaborations, and cross-national work conducted in music teacher education. The chapters open up new horizons for understanding the tension-fields and possible discomfort that music teacher educators face when becoming change agents. They highlight the importance of collaborations, resilience and perseverance when enacting visions on the program level of higher education institutions, and the need for change in re-imagining music teacher education programs.

Music is a powerful means for educating citizens in a multicultural society and meeting many challenges shared by teachers across all subjects and grade levels. By celebrating heritage and promoting intercultural understandings, music can break down barriers among various ethnic, racial, cultural, and language groups within elementary and secondary schools. This book provides important insights for educators in music, the arts, and other subjects on the role that music can play in the curriculum as a powerful bridge to cultural understanding. The author documents key ideas and practices that have influenced current music education, particularly through efforts of ethnomusicologists in collaboration with educators, and examines some of the promises and pitfalls in shaping multicultural education through music. The text highlights World Music Pedagogy as a gateway to studying other cultures as well as the importance of including local music and musicians in the classroom. Book Features: Chronicles the historical movements and contemporary issues that relate to music education, ethnomusicology, and cultural diversity. Offers recommendations for the integration of music into specific classes, as well as throughout school culture. Examines performance, composition, and listening analysis of art (folk/traditional and popular) as avenues for understanding local and global communities. Documents music’s potential to advance dimensions of multicultural education, such as the knowledge-construction process, prejudice reduction, and an equity pedagogy.

Teaching Music in American Society, Third Edition, provides a comprehensive overview of social and cultural themes directly related to music education, teacher training, and successful teacher characteristics. Music teachers need to be not only knowledgeable in conducting and performing but also socially and culturally aware of students, issues, and events that affect their classrooms. This book is designed for educators seeking K-12 music teacher certification to teach in American schools. At the conclusion of each chapter is a summary of the chapter and a list of key items and people discussed, plus a series of related questions for students to consider. Current topics in the third edition include: • an emphasis on social justice, sensitivity to transgender students, and bullying, • the influences of social media, • a focus on urban music education, and • a new chapter on diverse learning. Further, recent policy issues are addressed in this new edition: • the evolution of the No Child Left Behind Act into the Every Student Succeeds Act, • the increasing emphasis on charter schools, the privatization of public school, • changes in how schools are assessed, and • changes occurring within the teaching profession—and how all of these affect developments in music education. A major structural change is the chapter on equality of education has been split into two chapters, providing a stronger focus on both educational equality and diverse inclusive learning.

This timely book explores teaching music in the urban setting along with interviews and journal accounts from urban music teachers in a variety of specializations. Written for pre-service music education students and music teachers new to urban teaching, this is a must-read for those considering teaching in the urban schools. Selected topics include culturally responsive teaching; White teachers working with students of color; nurturing pedagogy for at-risk youths; working with ESL students and immigrant families; creating a democratic and socially just music classroom; and developing habits of teaching that promote resilience and confidence in the emotional, social, and academic well-being of young musicians. A valuable resource for music teaching, this book features an accessible blend of theory and practice with authentic stories from the field.

Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency, (Second Edition), is a textbook for studies in music education. Expanding upon the first edition, the authors promote inquiry and reflection to facilitate teacher growth, lifelong learning, and a disposition toward educational change. The revised text responds to current calls for social change and teacher education reform by reaffirming and intensifying the need for music teachers to adopt a personal orientation toward their work. A personal orientation encourages teachers to initiate their own growth, engage in inquiry, and exercise agency in school contexts. Strongly grounded in current theories and research in teacher education, Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency strives to do the following: Engage readers in analyzing their own experiences in order to conceptualize the complexity of teaching Involve them in clarifying their reasons for seeking a career in teaching Support their insights, questions, and reflections about their work Promote a reflective, critical attitude about schools in general as music teachers are urged to think of themselves as change agents in school settings Construct a moral purpose as a compass to guide their current and future endeavors in the profession. Every chapter includes a wealth of pedagogical features, including new methodologies and examples of practice to engage the readers in processes of inquiry and reflection. The second edition is organized in two parts. Part I focuses on positioning music teachers as learners in the profession, significantly expanding concepts explored in the first edition that are central to a personal orientation to professional growth. In the new edition, a reconceptualized Chapter 5 challenges teachers to cultivate their identities as change agents. The second half of the book—focusing on becoming a student of music teaching— features five new chapters. A provocative chapter on curriculum sets the stage for a set of additional chapters that invite deeper considerations of the commonplaces of teacher, learners, subject matter, and context. An epilogue speaks directly to the power of agency, imagination, and hope in teachers’ lives.

The rapid pace of technological change over the last decade, particularly the rise of social media, has deeply affected the ways in which we interact as individuals, in groups, and among institutions to the point that it is difficult to grasp what it would be like to lose access to this everyday aspect of modern life. The Oxford Handbook of Social Media and Music Learning investigates the ways in which social media is now firmly engrained in all aspects of music education, providing fascinating insights into the ways in which social media, musical participation, and musical learning are increasingly entwined. In five sections of newly commissioned chapters, a refreshing mix of junior and senior scholars tackle questions concerning the potential for formal and informal musical learning in a networked society. Beginning with an overview of community identity and the new musical self through social media, scholars explore intersections between digital, musical, and social constructs including the vernacular of born-digital performance, musical identity and projection, and the expanding definition of musical empowerment. The fifth section brings this handbook to full practical fruition, featuring firsthand accounts of digital musicians, students, and teachers in the field. The Oxford Handbook of Social Media and Music Learning opens up an international discussion of what it means to be a musical community member in an age of technologically mediated relationships that break down the limits of geographical, cultural, political, and economic place.

This book is divided into four sections. In Section One, four essays outline key issues in cultural diversity in music education; Section Two deals with approaches to learning and teaching; Section Three focuses on the classroom; and Section Four presents case studies from Asia, Africa and Australia.