Perspectives of Three Black Students Attending a Predominantly White Summer Music Camp in the United States

Autor/inn/en	Clauhs, Matthew; Pigott, Jasmine
Titel	Perspectives of Three Black Students Attending a Predominantly White Summer Music Camp in the United States
Quelle	In: Music Education Research, 23 (2021) 4, S.454-465 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clauhs, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2021.1954150
Schlagwörter	Student Attitudes; Summer Programs; Camps; Music Education; Musical Instruments; High School Students; Culturally Relevant Education; Racial Identification; Self Concept; Cultural Pluralism; Barriers; Disadvantaged; Case Studies; African American Students; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Sommerkurs; Musikerziehung; Musikinstrument; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstkonzept; Kulturpluralismus; Case study; Fallstudie; Case Study; African Americans; Afroamerikaner; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this case study was to examine the perspectives of three Black instrumental music students related to their experiences attending a predominantly white summer music camp for high school students in the United States. Analysed through a conceptual model of culturally responsive teaching in music, data sources included semi-structured interviews with individual participants, a focus group session with all participants, and researcher field notes. Participant stories revealed contrasting home and summer camp environments, racial identity development, and a desire for broader experiences beyond the European classical tradition. Findings explore a variety of barriers and supports for music learning for underserved student populations that may be transferable to similar high school music camp settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01