Date Approved

12-6-2024

Graduate Degree Type

Project

Degree Name

Education-Instruction and Curriculum: Secondary Education (M.Ed.)

Degree Program

College of Education

First Advisor

Sherie Klee

Academic Year

2024/2025

Abstract

A diverse and equitable approach to inclusion has been advocated in school music education in the United States of America to enhance the sense of ethnic identity among students from diverse experiences and cultural backgrounds, however research has shown that inequitable teaching methods and practices have been a significant challenge in implementing and inquiring cultural perspectives in teaching approaches and inclusion in the music classroom. To guide student engagement and development of their sense of cultural identity, music educators have advocated the use of culturally responsible music teaching (CRMT), which can provide music teachers with pedagogical guidance to put equity into our everyday instruction. This literature review contributes to pedagogical strategies that help facilitate exploring diverse musical perspectives of repertoire in music education instruction and curriculum cultural diversity, equity and inclusion in music education, and it serves as a reference for the use of (CRMT). Furthermore, this project advocates for making music educators and K-12 music programs more equitable and culturally aware for students of all backgrounds. The project provides three professional development sessions and materials for music teachers to improve their instruction and curriculum I their classrooms. The goal of this project is to influence the change in how teachers approach their teaching practices and improve instruction in music classrooms by implementing culturally responsive teaching strategies.

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