Pub Date : 2022-09-15DOI: 10.1177/27527646221106749
Hyesoo Yoo
A framework of cultural humility includes three main tenets: (a) commitment to lifelong, critical self-reflection; (b) recognition and mitigation of power imbalances; and (c) accountability to individuals and institutions. In this article, I aim at applying the concept of cultural humility to frame my analysis of musical diversity in music education. Through a cultural humility lens, music teachers may acknowledge their own beliefs, values, biases, and prejudices in relation to diverse musics. A commitment to lifelong introspection through self-reflection and critique may help teachers continue to investigate new ways to redress power imbalances inherent in music education, as well as build their relationships with students and communities bidirectionally.
{"title":"The Concept of Cultural Humility as It Relates to Instructional Practices in the General Music Classroom","authors":"Hyesoo Yoo","doi":"10.1177/27527646221106749","DOIUrl":"https://doi.org/10.1177/27527646221106749","url":null,"abstract":"A framework of cultural humility includes three main tenets: (a) commitment to lifelong, critical self-reflection; (b) recognition and mitigation of power imbalances; and (c) accountability to individuals and institutions. In this article, I aim at applying the concept of cultural humility to frame my analysis of musical diversity in music education. Through a cultural humility lens, music teachers may acknowledge their own beliefs, values, biases, and prejudices in relation to diverse musics. A commitment to lifelong introspection through self-reflection and critique may help teachers continue to investigate new ways to redress power imbalances inherent in music education, as well as build their relationships with students and communities bidirectionally.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131450815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-15DOI: 10.1177/27527646221106752
Edward Varner
A general music classroom alignment with social & emotional learning (SEL) and diversity, equity, & inclusion (DEI) can, if implemented with commitment and purpose, help promote student success in important ways by acknowledging systemic inequities, identifying personal bias, and actively interrupting obstacles to equity. SEL alone will not solve long-standing, deep-seated inequities in the education system or society. This column shares insight as to how SEL & DEI alignments in the music classroom have the potential to cultivate knowledge, beliefs, practices, and relationships that can improve lives in communities. The piece encourages music teachers to steadily work to improve practices and ensure that efforts are equitable and connect to larger, more universal goals in education.
{"title":"Be Intentional: Anti-Racist Music, SEL, and DEI Alignments","authors":"Edward Varner","doi":"10.1177/27527646221106752","DOIUrl":"https://doi.org/10.1177/27527646221106752","url":null,"abstract":"A general music classroom alignment with social & emotional learning (SEL) and diversity, equity, & inclusion (DEI) can, if implemented with commitment and purpose, help promote student success in important ways by acknowledging systemic inequities, identifying personal bias, and actively interrupting obstacles to equity. SEL alone will not solve long-standing, deep-seated inequities in the education system or society. This column shares insight as to how SEL & DEI alignments in the music classroom have the potential to cultivate knowledge, beliefs, practices, and relationships that can improve lives in communities. The piece encourages music teachers to steadily work to improve practices and ensure that efforts are equitable and connect to larger, more universal goals in education.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132859475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-15DOI: 10.1177/27527646221115153
E. Draper
Of the more than 6 million students with disabilities ages 6 through 21 receiving services under the Individuals With Disabilities Education Act (IDEA), 37.1% (more than 2 million) of students have specific learning disabilities. Given the large number of students with specific learning disabilities, it is likely that these students are attending music classes alongside their same-aged peers. This article provides general information about specific learning disabilities, as well as strategies teachers can use when including students with specific learning disabilities in their inclusive classrooms.
{"title":"Supporting Students With Specific Learning Disabilities: Strategies for the General Music Classroom","authors":"E. Draper","doi":"10.1177/27527646221115153","DOIUrl":"https://doi.org/10.1177/27527646221115153","url":null,"abstract":"Of the more than 6 million students with disabilities ages 6 through 21 receiving services under the Individuals With Disabilities Education Act (IDEA), 37.1% (more than 2 million) of students have specific learning disabilities. Given the large number of students with specific learning disabilities, it is likely that these students are attending music classes alongside their same-aged peers. This article provides general information about specific learning disabilities, as well as strategies teachers can use when including students with specific learning disabilities in their inclusive classrooms.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122664978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.1177/27527646221110864
Emily Hatch
Who is in charge of rehearsing music? Traditionally, it has been teachers who guide the music learning, but the National Core Arts Standards ask that students be the ones who identify and select rehearsal strategies to refine musical performances. However, these standards do not define what rehearsal strategies are, so this article digs into research on practicing and rehearsing to create a set of rehearsal strategies applicable to a general music classroom.
{"title":"Giving Students the Power: Rehearsal Strategies for General Music","authors":"Emily Hatch","doi":"10.1177/27527646221110864","DOIUrl":"https://doi.org/10.1177/27527646221110864","url":null,"abstract":"Who is in charge of rehearsing music? Traditionally, it has been teachers who guide the music learning, but the National Core Arts Standards ask that students be the ones who identify and select rehearsal strategies to refine musical performances. However, these standards do not define what rehearsal strategies are, so this article digs into research on practicing and rehearsing to create a set of rehearsal strategies applicable to a general music classroom.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132198724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1177/27527646221094074
R. Lyda
{"title":"From the Chair","authors":"R. Lyda","doi":"10.1177/27527646221094074","DOIUrl":"https://doi.org/10.1177/27527646221094074","url":null,"abstract":"","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121174675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1177/27527646221081428
Timothy David Norman
In this column, I discuss a soundscape composition activity that I implemented with primary/elementary music classes. During this activity, students used the iPad app, iMovie, to record, organize and edit sound to accompany photos of artworks that they had created. Overall, I found iMovie to be a useful app for music composition with general music classes.
{"title":"Using iMovie for Soundscape Composition in General Music","authors":"Timothy David Norman","doi":"10.1177/27527646221081428","DOIUrl":"https://doi.org/10.1177/27527646221081428","url":null,"abstract":"In this column, I discuss a soundscape composition activity that I implemented with primary/elementary music classes. During this activity, students used the iPad app, iMovie, to record, organize and edit sound to accompany photos of artworks that they had created. Overall, I found iMovie to be a useful app for music composition with general music classes.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"12 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122706566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1177/27527646221093288
Emily Hatch
Along with standards describing what music students should be able to do, the National Core Arts Standards developed Model Cornerstone Assessments suggesting how teachers can measure student learning for each artistic process. This article explores the Respond Model Cornerstone Assessment. This column explains the Model Cornerstone Assessment for the Respond process; discusses what students need to know to succeed on the assessment; and explores ways for teachers to modify the assessment and use the data to refine their teaching.
{"title":"Assessing the Standards: An Exploration of the Respond Model Cornerstone Assessment","authors":"Emily Hatch","doi":"10.1177/27527646221093288","DOIUrl":"https://doi.org/10.1177/27527646221093288","url":null,"abstract":"Along with standards describing what music students should be able to do, the National Core Arts Standards developed Model Cornerstone Assessments suggesting how teachers can measure student learning for each artistic process. This article explores the Respond Model Cornerstone Assessment. This column explains the Model Cornerstone Assessment for the Respond process; discusses what students need to know to succeed on the assessment; and explores ways for teachers to modify the assessment and use the data to refine their teaching.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123566644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1177/27527646221093885
R. Rajan
{"title":"Musical Stories and Musical Moments","authors":"R. Rajan","doi":"10.1177/27527646221093885","DOIUrl":"https://doi.org/10.1177/27527646221093885","url":null,"abstract":"","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121986927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-01DOI: 10.1177/27527646221089865
Mara E. Culp, Tiger Robison
This article is the second in a series intended to assist general music teachers in creating gender-inclusive music environments. Technology can be used in general music classrooms to support learning and to extend musical creativity. Previous authors have shared ideas that can help general music teachers use technology in ways that promote more gender-inclusive environments by helping all learners effectively use technology. The purpose of this article is to help general music teachers identify and incorporate strategies for using technology in their classrooms that support students of all genders. Specific strategies, such as purposeful role models, student groupings, and family support, as well as resources are included. Through thoughtful and purposeful integration informed by relevant literature and research, technology can be used to develop children’s musicianship.
{"title":"Promoting Gender Inclusivity in General Music (part 2): Considerations for Using Technology","authors":"Mara E. Culp, Tiger Robison","doi":"10.1177/27527646221089865","DOIUrl":"https://doi.org/10.1177/27527646221089865","url":null,"abstract":"This article is the second in a series intended to assist general music teachers in creating gender-inclusive music environments. Technology can be used in general music classrooms to support learning and to extend musical creativity. Previous authors have shared ideas that can help general music teachers use technology in ways that promote more gender-inclusive environments by helping all learners effectively use technology. The purpose of this article is to help general music teachers identify and incorporate strategies for using technology in their classrooms that support students of all genders. Specific strategies, such as purposeful role models, student groupings, and family support, as well as resources are included. Through thoughtful and purposeful integration informed by relevant literature and research, technology can be used to develop children’s musicianship.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134579296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-23DOI: 10.1177/27527646221092160
Xinyue Le
In world music ensembles such as African and African Caribbean percussion ensembles, the Gamelan ensemble, and the Latin marimba ensemble, members may sing a song, play instruments, and dance simultaneously. This practice is known as music multitasking. For musicians in Western art music traditions, music multitasking can be a challenge. This article discusses four teaching strategies for helping beginning learners or musicians who are new to music multitasking ensembles. The four teaching strategies are movement and dancing, rote learning, switching performance roles, and embodying the intended aesthetic and performance practice of the music and the style.
{"title":"Engaging Multitasking Performance Ensembles Through World Music Pedagogies","authors":"Xinyue Le","doi":"10.1177/27527646221092160","DOIUrl":"https://doi.org/10.1177/27527646221092160","url":null,"abstract":"In world music ensembles such as African and African Caribbean percussion ensembles, the Gamelan ensemble, and the Latin marimba ensemble, members may sing a song, play instruments, and dance simultaneously. This practice is known as music multitasking. For musicians in Western art music traditions, music multitasking can be a challenge. This article discusses four teaching strategies for helping beginning learners or musicians who are new to music multitasking ensembles. The four teaching strategies are movement and dancing, rote learning, switching performance roles, and embodying the intended aesthetic and performance practice of the music and the style.","PeriodicalId":305856,"journal":{"name":"Journal of General Music Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114439818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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