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Informationen zum Autor 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. Zusammenfassung 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 Inhaltsverzeichnis 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 R...
