Inquiry and Cultural Responsive Teaching in General Music

2013 ◽  
Vol 26 (3) ◽  
pp. 5-6
Author(s):  
Christine Cozzens Hayes
Keyword(s):  
General Music ◽  
Responsive Teaching ◽  
Cultural Responsive ◽  
Cultural Responsive Teaching

Pre-Program Education Students' and Teacher Educators' Understandings of Teaching and Learning Within a Bilingual Community

2020 ◽  
pp. 328-349
Author(s):  
Annmarie P. Jackson ◽  
Cristina R. Washell
Keyword(s):  
Teacher Preparation ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
After School ◽  
Immigrant Community ◽  
Responsive Teaching ◽  
Education Students ◽  
Cultural Responsive ◽  
Cultural Responsive Teaching

This qualitative case study explores ways in which three teacher educators and three pre-program education students' understanding developed while working with students in an after-school literacy program within an immigrant community. The theoretical lenses guiding the study were funds of knowledge, translanguaging, and cultural responsive teaching. The results of the study show that teacher educators' understanding of pedagogy was shaped as they theorized about their own teacher preparation. The pre-program students were able to gain invaluable strategies for working with the children within their own community. Their learning included not only understandings about pedagogy, but also about the experiential realities of students' lives, outside of their cultures.

scholarly journals Students’ Perception of Diversity in an International Classroom

2013 ◽  
Vol 3 (4) ◽  
pp. 6 ◽  
Author(s):  
Loïse Jeannin
Keyword(s):  
Conceptual Framework ◽  
Exploratory Study ◽  
Learning Needs ◽  
International Programs ◽  
Responsive Teaching ◽  
Cultural Responsive ◽  
International Setting ◽  
International University ◽  
Cultural Responsive Teaching

<p class="CenteredTextSingleSpace"><strong> </strong></p> <p class="CenteredTextSingleSpace">This paper presents students’ perception of diversity in an international classroom in one international university in Thailand. The aim of this exploratory study is to better understand students’ perception of diversity to better meet their learning needs. By conducting a survey among students enrolled in bachelor’s and master’s international programs, this study explores how students perceive their classmates’ diversity, such as, but not limited to, cultural, language, and knowledge differences. How does diversity affect students’ learning in an international setting? What kind of diversity is the most disturbing for learners? Some recommendations grounded in the conceptual framework of cultural responsive teaching are derived from the results.</p>

scholarly journals Metode Cultural Responsive Teaching dalam Pendidikan Agama Islam: Studi Kasus Tindak Xenophobia dan Rasisme di Tengah Bencana Covid-19

2020 ◽  
Vol 9 (1) ◽  
pp. 34
Author(s):  
Mansurni Abadi ◽  
Nafik Muthohirin
Keyword(s):  
Social Media ◽  
Mass Media ◽  
Literature Review ◽  
Responsive Teaching ◽  
Meeting Point ◽  
Cultural Responsive ◽  
Religious Learning ◽  
Islamic Religion ◽  
Cultural Responsive Teaching

This article would like to explain the Cultural Responsive Teaching (CRT) approach in the learning of Islamic religion as an alternative effort to overcome the increase in xenophobia and racism action in the midst of the Covid-19. The method of extracting data is based on a literature review sourced from books, journals, mass media, and various expressions of racism and xenophobia that emerge on the homepage of Facebook, Twitter, WhatsApp groups, and other social media accounts. This paper will explain several important things, including CRT as an approach to see the diversity of cultures, ethnicities, religions, and groups; the meeting point of the CRT approach to the implementation of Islamic religious learning, and the elaboration between the two in voicing the importance of avoiding narratives based on racism and xenophobia.

AN APPLICATION OF A CULTURALLY RESPONSIVE TEACHING (CRT) APPROACH TO DRAMA TEACHING BASED ON LOCAL WISDOM

Lire Journal ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 1-15
Author(s):  
Alfriani Ndandara ◽  
Erny S. N. Hambandima
Keyword(s):  
Multicultural Education ◽  
Social Life ◽  
Social Practice ◽  
National Development ◽  
Responsive Teaching ◽  
Cultural Backgrounds ◽  
National Education ◽  
Cultural Responsive ◽  
National Education System ◽  
Teachers And Students

The diversity of ethnicities and cultures characterizes the Indonesian nation as a multicultural nation. The peculiarities of each of these varieties can be found in the forms of social practice of social life. The values ​​that are upheld in every social practice of social life also underlie the development direction of national development sectors. Especially in the field of education, it is stated in the National Education System Law of 2003 to organize National Education which is rooted in the religious values ​​and national culture of Indonesia. The realization of the mandate of this law is stated that the content of the curriculum contains local potentials. These two mandates underlie curriculum principles and color educational practices to reflect the diversity existed in Indonesia. This research is entitled APPLICATION OF CULTURAL RESPONSIVE TEACHING (CRT) APPROACH TO DRAMA TEACHING: A Study Amidst the New Normal Conditions of the Covid-19 Pandemic. The approach was introduced by Geneva Gay (2011: 188-214) as an approach that emphasizes the importance of learning based on cultural backgrounds of students. Multicultural education is a concept that underlies this approach (Baker, 1996: 374). The research framework is the application of CRT approach to learning activities in Drama Course. This research used a qualitative descriptive approach. The results of this study resulted in several things discussed from the aspects of preparation, personal character, presentation, interaction between teachers and students and local story script products. It is hoped that this research will produce a learning framework that integrates elements of local culture for teaching drama. The results of this research will be published in scientific articles.

scholarly journals Culturally Responsive Classroom Management in the General Music Class: Building Connections With Families, Part 2

2020 ◽  
Vol 34 (1) ◽  
pp. 37-39
Author(s):  
Tiger Robison
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Culturally Responsive ◽  
Administrative Support ◽  
General Music ◽  
Responsive Teaching ◽  
Responsive Classroom ◽  
Implicit Biases ◽  
Music Class ◽  
Meaningful Connections

Culturally responsive teaching and culturally responsive pedagogy are some of the more heartening trends in music education and the increasingly pluralistic classrooms in which we teach. However, it is easy for some teachers to develop anxiety about making connections with families out of fear of conflict, not getting administrative support, or feelings of inexperience. This column, the sixth in a series about classroom management and the second of several about the particular topic of students’ families, contains several techniques for making meaningful connections with students’ families, especially when those families are from cultures different than one’s own. Specific techniques include conversational formats to foster mutual respect and techniques for confronting one’s own implicit biases.

Methods & Strategies: Responsive Teaching and High-Stakes Testing

2018 ◽  
Vol 055 (09) ◽  
Author(s):  
Jennifer Radoff ◽  
Amy Robertson ◽  
Sharon Fargason ◽  
Fred Goldberg
Keyword(s):  
High Stakes Testing ◽  
Responsive Teaching ◽  
High Stakes

Alternative Assessment for Music Students with Significant Disabilities

2019 ◽  
pp. 224-241
Author(s):  
Donald DeVito ◽  
Megan M. Sheridan ◽  
Jian-Jun Chen-Edmund ◽  
David Edmund ◽  
Steven Bingham
Keyword(s):  
Public School ◽  
Music Education ◽  
Students With Disabilities ◽  
Student Performance ◽  
Alternative Assessment ◽  
Performance Outcomes ◽  
General Music ◽  
Significant Disabilities ◽  
School Music ◽  
K 12

How is it possible to move beyond assessment for the purposes of evaluating teacher proficiency and student performance outcomes and instead to consider assessment for understanding student musical experiences and preferences for the purpose of promoting lifelong musical engagement? This chapter includes and examines three distinct music education approaches that have been taken at the K–12 Sidney Lanier Center School for students with varying exceptionalities in Gainesville, Florida. Megan Sheridan illustrates inclusion and assessment using the Kodály approach. David Edmund and Jian-Jun Chen-Edmund examine creative lessons developed for exceptional learners in a general music setting. Steven Bingham and Donald DeVito illustrate adaptive jazz inclusion and performance for public school and university students with disabilities. This collaborative development in qualitative music assessment has taken place through (1) developing methods of communicating recognition of student engagement and affective responses during inclusive engagement in public school music education settings, specifically in Kodaly-based music instruction, K–12 general music classes, and secondary jazz ensembles; (2) using students’ interest and engagement as a means of curriculum development and assessment in inclusive public school music settings; and (3) building collaborative relationships with parents and the community for post-school lifelong music learning.

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