Creating Diversity in Music Education
The reality is music programs across the nation have a diversity problem. Each year classrooms become more diverse, this is the same with music classrooms. As music educators we need to pursue more diverse musical experiences for our students by revisioning our curriculum.
Ideas on how your music program can reflect your students.
Ask students and parents with an informal survey. When do they listen to music, what kind of music do they listen to regularly, do they have a favorite band or singer? Also in the community what music do you hear?
Be flexible but be firm with keeping music fundamentals. The music that students want to play is music they can relate to but mainly music they can play. If the rhythms are too complex and are difficult to read it will be too challenging. Also consider the range the students can play.
History and representation matters. Consider arranging music from a composer or performer who represents a culture or a group of people that are not normally performed in a school setting.
Diversity comes in many forms not just with ethnic and cultural backgrounds. Creating a program with all students in mind requires looking into different levels of comprehension and physical abilities. Be prepared by creating additional parts that suit your student’s needs. You can always have students graduate to a higher level if the time is available before the performance. Also if a student is dealing with a physical or cognitive challenge check the student’s IEP and speak with the parents to get their input. It is the educators job to create experiences for all students in a meaningful way and you don’t have to go at it alone. It takes a village.
Focus on non-European music styles. It is okay to have Western musical traditions in your classroom. However, it is important to realize that this type of music does not represent all students' lives. Adding music that is not rooted in Euro-American traditions can be exciting and challenging for you and your students. I also want to add that Western traditional music does have a place in all music classrooms and you can have the fundamental performance techniques and music in your class and non-Western music in your music program simultaneously.
Building a music curriculum that is socially and culturally relevant requires deeper research. It is not only one week of working on Peruvian music or playing music from an African American composer. It involves traditions, learning styles, and cultural values. Draw from a variety of genres and musical styles that start with your student’s cultural background. You will discover so much about your students and yourself in the process.
We can embrace diversity and grow as musicians if we reconfigure how we approach our music curriculum. Students will not only learn how to play an instrument or sing, they will be able to see a reflection of themselves and even learn more about the value of diversity and life.
Well that’s my two cents and two eighth notes. Happy teaching!
