Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
December 2015
Regardless of where I teach, I will always have students from diverse cultural and socio-economic backgrounds. As such, it is my duty to understand my community students’ differences and how to best address their needs. By accommodating my students according to their personal needs, I can create a more inclusive program that helps all students meet high standards and become successful.
One way a music educator can broaden his students’ exposure to culture is through world music or through non-traditional ensemble experiences. When I attended the Conn-Selmer Institute in the summer of 2013 I had the opportunity to meet Marcia Neel, a veteran teacher with innovative ideas regarding program expansion and curriculum design. Marcia has started or promoted over 100 mariachi programs across the United States, educating over 3,500 students daily in mariachi music. While many teachers tend to gravitate towards spirituals and jazz to help promote cultural diversity in the music classroom, mariachi programs and the like can provide variety and create interest for students who may not be attracted to traditional wind band literature, jazz band, orchestra, or general music. Even creating chamber groups within the concert band or orchestra program to experiment with mariachi music can help expose students to a culture they may otherwise never get to discover.
During my student teaching placement, it was important to me that I was creating a musically enriching environment for my students. Programs that may not have the funding, staff, or facilities to utilize non-traditional ensemble experiences can still cultivate a well-rounded musical environment. One way to do this is to play recordings while students are entering the room. While it is beneficial for these recordings to be related to the music students are learning in class, they could also simply be music students are interested in or from diverse cultures to help foster excitement for music-making as students enter. Also, students can learn skills inherent in chamber music – such as independent playing, problem solving, collaboration, and intonation – by utilizing non-traditional rehearsal techniques. Sectionals, pods, mixed seating, silent rehearsals, and others are great ways to break up the norm and provide students with exciting new ways to experience music in a traditional ensemble setting.
Regardless of where I teach, I will always have students from diverse cultural and socio-economic backgrounds. As such, it is my duty to understand my community students’ differences and how to best address their needs. By accommodating my students according to their personal needs, I can create a more inclusive program that helps all students meet high standards and become successful.
One way a music educator can broaden his students’ exposure to culture is through world music or through non-traditional ensemble experiences. When I attended the Conn-Selmer Institute in the summer of 2013 I had the opportunity to meet Marcia Neel, a veteran teacher with innovative ideas regarding program expansion and curriculum design. Marcia has started or promoted over 100 mariachi programs across the United States, educating over 3,500 students daily in mariachi music. While many teachers tend to gravitate towards spirituals and jazz to help promote cultural diversity in the music classroom, mariachi programs and the like can provide variety and create interest for students who may not be attracted to traditional wind band literature, jazz band, orchestra, or general music. Even creating chamber groups within the concert band or orchestra program to experiment with mariachi music can help expose students to a culture they may otherwise never get to discover.
During my student teaching placement, it was important to me that I was creating a musically enriching environment for my students. Programs that may not have the funding, staff, or facilities to utilize non-traditional ensemble experiences can still cultivate a well-rounded musical environment. One way to do this is to play recordings while students are entering the room. While it is beneficial for these recordings to be related to the music students are learning in class, they could also simply be music students are interested in or from diverse cultures to help foster excitement for music-making as students enter. Also, students can learn skills inherent in chamber music – such as independent playing, problem solving, collaboration, and intonation – by utilizing non-traditional rehearsal techniques. Sectionals, pods, mixed seating, silent rehearsals, and others are great ways to break up the norm and provide students with exciting new ways to experience music in a traditional ensemble setting.
