Culturally Responsive Music Education in Action Anthony M. Rideout Doctoral Student in Music Education - Rutgers University Music Teacher - Long Hill Township Public Schools arideout[at]scarletmail.rutgers.edu It is commonplace to say that the foundation of American music education is rooted within the cultural heritage and musical styles of Western Europe (Bond, 2017; Kindall-Smith et al., 2011; Shaw, 2012). Most music method books, music text books, and music teaching methodologies are also framed in Eurocentric models and music. However, Western European inspired music may not be the main musical source that students are hearing in their homes. This can illustrate a disconnection in the educational process due to the riff between what students experience at home and at school (Gay, 2002, 2010; Ladson-Billings, 1995, 2014). It is important to acknowledge that music teachers possess great responsibilities by assisting in the formulation of student identity and providing rich musical opportunities through exploring, examining, and creating diverse music from around the world. Culturally responsive teaching can provide all students, regardless of their cultural or ethnic heritage, the opportunity to cultivate lasting understandings, appreciation, and respect for the cultural and ethnic identities that make up their communities both inside and outside of school. These necessary insights allow future generations to be prepared to face the challenges of an everchanging, interconnected world with empathy, compassion, and understanding. Music educators have an opportunity to create welcoming and effective music communities through culturally responsive teaching. In a myriad of classrooms, the cultural and ethnic backgrounds of teachers does not match the cultural and ethnic backgrounds of their students (Gay, 2002; Ladson-Billings, 1995; Kindall-Smith et al., 2011; McKoy, et al., 2009). This cultural and ethnic disconnect can create unproductive learning environments. Culturally responsive teaching practices —as examined in other TEMPO Magazine articles (e.g., Bond, 2021) and elsewhere mitigate this disconnect and therefore can facilitate more meaningful music lessons for all students. The main tenet of culturally responsive teaching is student success. When educators use the cultural and ethnic backgrounds of their students during instruction, the opportunities for student engagement, comprehension, and achievement can dramatically rise. Culturally responsive teaching practices for music educators may concern themselves in three areas: cultural awareness, the use of culture bearers, and the authenticity of performance practices.
Cultural Awareness Possessing and practicing cultural awareness acknowledges, understands, respects, and celebrates the heritage(s) of an individual or community. Culturally responsive teachers become well versed with the cultures and ethnicities of the students in their classroom. Gay (2002) suggests that a “requirement for developing a knowledge base for culturally responsive teaching is acquiring detailed factual information about the cultural particularities of specific ethnic groups…” (p. 107). Thus, culturally responsive educators listen to and immerse themselves into the communities of their students to deepen their own cultural understandings. Without this comprehension of student backgrounds, teachers may overgeneralize or stereotype the various cultures found represented in their classrooms (Abril & Robinson, 2019; Bond, 2017; Kindall-Smith et al., 2011; Shaw, 2012). All students possess their own personal relationship with culture and ethnicity. Because of this, overgeneralizing or stereotyping may lead to students feeling uncomfortable or unsafe in the learning environment. Culturally responsive teachers are diligent in continuing their edification in regards to the various cultures and ethnicities in their school communities. The cultural and ethnic backgrounds of students can provide favorable circumstances for music educators to think, in a culturally responsive way, how best to serve their students. Culture Bearers Music educators should not be expected to be experts in all cultures or ethnicities. Culturally responsive teachers can lean on culture bearers from inside and outside of the educational setting to assist during lessons (Bond, 2017; Ladson-Billings, 1995, 2014; Gay, 2002, 2010; Shaw, 2012). Culture bearers from outside the school can provide personal insights into a culture and its traditions. They may also be able to address any misconceptions, assist with language pronunciation, and model appropriate cultural nuances. Culture bearers provide the school community a chance to interact with individuals from various cultures or ethnic groups. Such engagement allows for interactive learning activities for the students, which cannot be interpreted and experienced from a text book.
TEMPO 52
JANUARY 2022
