Culturally Responsive Instrumental Music Instruction: Efforts by Middle Level Music Educators to Connect Their Ensemble Programs to the Local Community

Autor/inn/en	Cronenberg, Stephanie; Tews, Natalie; Price, Delmarice; Bishop, Nathan
Titel	Culturally Responsive Instrumental Music Instruction: Efforts by Middle Level Music Educators to Connect Their Ensemble Programs to the Local Community
Quelle	In: Contributions to Music Education, 48 (2023), S.165-191 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0190-4922
Schlagwörter	Culturally Relevant Education; Middle School Teachers; Music Teachers; Grade 5; Grade 6; Grade 7; Grade 8; Music Education; School Community Relationship; Teacher Attitudes; Barriers + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Music; Musiklehrer; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Musikerziehung; Lehrerverhalten
Abstract	Culturally responsive pedagogy encourages teachers to connect the curriculum to students' cultural identities and foster their development of critical consciousness. However, there is limited empirical research into the culturally responsive practices of instrumental music educators in the United States, and the conventional repertoire of United States band and orchestra programs may hamper music teachers' efforts in this arena. In this study, we sought to understand how and in what ways middle level (5th-8th grade) instrumental music teachers have attempted to connect their band and orchestra programs to the musics of the local community. Using emergent qualitative content analysis of an open-ended survey question, we examined the responses of 727 music teachers from across the United States who taught band and/or orchestra during 2020-2021. We found that over half of the respondents were attempting to connect their programs to the local community, but that many of their efforts were not fully aligned with the tenets of culturally responsive pedagogy and were limited by numerous barriers. From these results, we suggest areas of improvement within the field of music education, particularly concerning repertoire access and preservice and inservice professional development. [Note: The volume (47) and the publication year (2022) shown on the PDF is incorrect. The correct volume number is 48 and the correct publication year is 2023.] (As Provided).
Anmerkungen	Ohio Music Education Association. e-mail: contributions@omea-ohio.org; Web site: https://www.omea-ohio.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01