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Relevant bibliographies by topics / Culturally responsive music teaching

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Academic literature on the topic 'Culturally responsive music teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Culturally responsive music teaching"

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McKoy, Constance L., Rebecca B. MacLeod, Jennifer S. Walter, and D. Brett Nolker. "The Impact of an In-Service Workshop on Cooperating Teachers’ Perceptions of Culturally Responsive Teaching." Journal of Music Teacher Education 26, no. 2 (2016): 50–63. http://dx.doi.org/10.1177/1057083716629392.

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Culturally responsive teaching values students’ identities, backgrounds, and cultural references as key tools for building meaningful learning environments. It has been adopted by many educators globally, but has not been incorporated consistently by music educators. Few researchers in music education have investigated the impact of culturally responsive teaching and misconceptions exist about what it means to teach music in a culturally responsive manner. The purpose of this research was to investigate the impact of an in-service program on cooperating teachers’ perceptions of culturally resp

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Walter, Jennifer S. "Global Perspectives: Making the Shift from Multiculturalism to Culturally Responsive Teaching." General Music Today 31, no. 2 (2017): 24–28. http://dx.doi.org/10.1177/1048371317720262.

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In the early part of the 1970s, multicultural music education began in earnest and was focused primarily on the curriculum used for music: textbooks, method books, and repertoire. At the turn of the 21th century, however, culturally responsive teaching emerged as the predominant pedagogy for relating to students. It was considered a student-centered approach to learning, and to date, culturally responsive teaching has been gaining momentum in education and in music education. Simultaneously, there have been discussions in music education surrounding equity and access to music for all. These di

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Kelly-McHale, Jacqueline. "Research-to-Resource: Developing a Culturally Responsive Mind-Set in Elementary General Music." Update: Applications of Research in Music Education 37, no. 2 (2018): 11–14. http://dx.doi.org/10.1177/8755123318810111.

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The terms culturally responsive teaching and culturally responsive pedagogy have become more common in the vernacular of public-school teaching. However, practical applications of cultural responsivity are not often clearly presented due to the nature of being responsive. Responsivity requires knowledge of students and community (context) specific to each teaching context. Content and materials should then be derived from the development of the contextual understanding. This is why presenting a tool box of culturally responsive practices is not possible when seeking to become more culturally r

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Locke, Terry, and Lauren Prentice. "Facing the Indigenous ‘Other’: Culturally Responsive Research and Pedagogy in Music Education." Australian Journal of Indigenous Education 45, no. 2 (2016): 139–51. http://dx.doi.org/10.1017/jie.2016.1.

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This narrative article is based on an analysis of 61 documents, mostly articles, of which 37 were peer-reviewed, including research studies, reviews, conceptual research and narratives of practice. Review findings are reported with specific reference to the Australian and New Zealand contexts in relation to the following topic categories: the presence of indigenous music in the curriculums of selected ‘new world’ countries, teacher education in indigenous performing arts, questions of curriculum design and programming, resource selection, activity design, and school and community relationships

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Wiens, Kimberly Friesen. "Considering Culturally Responsive Teaching, Children, and Place in the Music Room." General Music Today 29, no. 1 (2015): 19–23. http://dx.doi.org/10.1177/1048371315594005.

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Kindall-Smith, Marsha, Constance L. McKoy, and Susan W. Mills. "Challenging exclusionary paradigms in the traditional musical canon: Implications for music education practice." International Journal of Music Education 29, no. 4 (2011): 374–86. http://dx.doi.org/10.1177/0255761411421075.

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The authors propose that best practices in music education require a conceptual understanding of music teaching and learning based on a perspective of social justice and equitable access for all students. Examinations of the relationship between the tenets of culturally-responsive teaching and three dimensions of music teaching and learning (musical content, instruction, and context) are presented: (1) historically, through the identification of neglected African American contributions to Appalachian music; and (2) pedagogically, through the chronicling of social justice content and culturally

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Abril, Carlos R., and Nicole R. Robinson. "Comparing situated and simulated learning approaches to developing culturally responsive music teachers." International Journal of Music Education 37, no. 3 (2019): 440–53. http://dx.doi.org/10.1177/0255761419842427.

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The purpose of this study was to examine the impact of two distinct learning approaches to preparing culturally responsive music teachers. In this article we will describe the two different learning experiences, one in a graduate-level course and another as part of a preservice music teacher professional development session, and interpret the impact of these two approaches on music teachers’ observations and thinking regarding others, themselves, sociocultural issues, and teaching practice. Preservice and experienced music teachers were asked to reflect on their experiences resulting from one

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Shaw, Julia T. "Urban Music Educators’ Perceived Professional Growth in a Context-Specific Professional Development Program." Journal of Research in Music Education 67, no. 4 (2019): 440–64. http://dx.doi.org/10.1177/0022429419889295.

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This collective case study examined the perceived impact of a context-specific professional development program, the Urban Music Education Institute, on urban music educators’ professional growth. The year-long program, which focused on culturally responsive pedagogy (CRP), featured workshops presented by nationally recognized clinicians complemented by a collaborative teacher study group (CTSG). Portraits of individual educators’ growth trajectories illuminate the multifaceted and idiosyncratic nature of teachers’ professional growth. Teacher profiles further illustrate complexities inherent

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VanDeusen, Andrea J. "A Cultural Immersion Field Experience: Examining Preservice Music Teachers’ Beliefs About Cultural Differences in the Music Classroom." Journal of Music Teacher Education 28, no. 3 (2019): 43–57. http://dx.doi.org/10.1177/1057083718824729.

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While the United States is becoming increasingly diverse with regard to race, ethnicity, primary language, religion, and culture, many educators feel unprepared to teach students from socioculturally diverse backgrounds. In this case study, I explored the impact of a cultural immersion field experience on preservice music educators’ beliefs and assumptions about teaching students whose backgrounds differ from their own. Nine undergraduate music education majors were placed with one of two elementary music teachers in a community that has a large proportion of Arab and Muslim Americans and immi

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Hayes, Christine Cozzens. "Inquiry and Cultural Responsive Teaching in General Music." General Music Today 26, no. 3 (2013): 5–6. http://dx.doi.org/10.1177/1048371312475067.

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Dissertations / Theses on the topic "Culturally responsive music teaching"

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Fleischaker, Rachael Lynn. "Culturally Responsive Music Education: Conceptual and Practical Approaches of Elementary General Music Teachers." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620832759515162.

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Safrina, Rien. "THE IMPLEMENTATION OF CULTURALLY RELEVANT PEDAGOGY THROUGH MUSIC EDUCATION COURSE: A SELF-STUDY IN PRE-SERVICE EARLY CHILDHOOD TEACHER EDUCATION PROGRAM IN INDONESIA." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385851709.

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Lehmberg, Lisa J. "Perceptions of Effective Teaching and Pre-Service Preparation for Urban Elementary General Music Classrooms: A Study of Teachers of Different Cultural Backgrounds in Various Cultural Settings." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002331.

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Dumpson, Donald. "FOUR SCHOLARS' ENGAGEMENT OF WORKS BY CLASSICAL COMPOSERS OF AFRICAN DESCENT: A COLLECTIVE CASE STUDY." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261236.

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Music Education<br>Ph.D.<br>The purpose of this research was to investigate ways classical composers of African descent have been included in the mainstream academic canon. I examined the insights of four scholars who have been committed to including classical composers of African descent throughout their music careers. The initial research questions of this study were: 1) How do participants describe their frameworks for making the commitment to include classical composers of African descent throughout their careers? 2) What have been the challenges and benefits associated with their commitme

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Koch, Meg. "University supervisors and culturally responsive teaching." Thesis, Lewis and Clark College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734708.

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<p> Culturally responsive teaching is seen as a promising practice that will enhance teachers’ ability to meet the needs of today’s diverse student population. The purpose of this study was to understand how White supervisors talk about race and culture in the classroom, and in regard to their role of preparing pre-service teachers. Because supervisors’ work is grounded in student teachers’ classrooms, they are uniquely positioned to respond to specific incidents in the student teacher’s experience and thereby have a primary role in shaping teachers’ instruc

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Gorham, Jennifer Jones. "Examining culturally responsive teaching practices in elementary classrooms." Thesis, The University of North Carolina at Chapel Hill, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3562901.

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<p> This qualitative study examines the enactment of culturally responsive teaching practices (Gay, 2010) within two African American elementary teachers' classrooms. Teacher interviews, classroom observations, and classroom documents were collected and analyzed to examine the supports and barriers these teachers encountered as they attempted to enact culturally responsive teaching practices. The descriptive case study reveals that both teachers engage culturally responsive teaching in similar ways. However, the difference in school context makes this effort more challenging for one teacher th

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Brockway, John S. "Culturally responsive teaching a resource guide for teachers /." [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/JBrockway2005.pdf.

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Gluska, Virginia. "Fiddling with a Culturally Responsive Curriculum." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19894.

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The discourse on education for Aboriginal people has long been limited to a curriculum of cultural assimilation often resulting in an erosion of self-esteem and disengagement. Consequently, this research puts forth narratives of how fiddle programs in northern Manitoba work as a culturally responsive curriculum that in turn address such curricular erosions. As a research methodology, Metissage afforded me pedagogical opportunities to weave the various perspectives of community members, parents, instructors, and former students into an intricate story that attempts to represent some of their so

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Cohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.

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Nyarambi, Arnold. "The Necessity of Culturally Relevant Teaching and Culturally Responsive Behavior Management. A Multicultural Perspective." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8231.

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Books on the topic "Culturally responsive music teaching"

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Villegas, Ana Maria. Culturally responsive teaching. Educational Testing Service, 1992.

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Shaw, Julia T. Culturally Responsive Choral Music Education. Edited by Vicki R. Lind and Constance McKoy. Routledge, 2019. http://dx.doi.org/10.4324/9780429503900.

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Biography-driven culturally responsive teaching. Teachers College Press, 2010.

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Multicultural special education: Culturally responsive teaching. Pearson/Merrill/Prentice Hall, 2007.

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Wlodkowski, Raymond J. Diversity and motivation: Culturally responsive teaching. Jossey-Bass Publishers, 1995.

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Fugate, C. Matthew, Wendy A. Behrens, Cecelia Boswell, and Joy Lawson Davis. Culturally RESPONSIVE TEACHING in Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003234029.

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Gay, Geneva. Culturally responsive teaching: Theory, research, and practice. 2nd ed. Teachers College, 2010.

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Gay, Geneva. Culturally responsive teaching: Theory, research, and practice. 2nd ed. Teachers College, 2010.

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Culturally responsive teaching: Theory, research, and practice. 2nd ed. Teachers College, 2010.

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Ginsberg, Margery B. Diversity and motivation: Culturally responsive teaching in college. 2nd ed. Jossey-Bass, 2009.

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Book chapters on the topic "Culturally responsive music teaching"

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Shaw, Julia T. "Culturally Responsive Teaching in the West Side Choir." In Culturally Responsive Choral Music Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-2.

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Shaw, Julia T. "Culturally Responsive Teaching in the North Side Choir." In Culturally Responsive Choral Music Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-3.

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Shaw, Julia T. "Culturally Responsive Teaching in the South Side Choir." In Culturally Responsive Choral Music Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-4.

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Ehrlich, Amira, and Belal Badarne. "Intercultural Music Teacher Education in Israel: Reimagining Religious Segregation Through Culturally Responsive Teaching." In Visions for Intercultural Music Teacher Education. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21029-8_3.

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Quinzio-Zafran, Anna M., and Elizabeth A. Wilkins. "Culturally Responsive Teaching." In The New Teacher's Guide to Overcoming Common Challenges. Routledge, 2020. http://dx.doi.org/10.4324/9781003105008-3.

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Gay, Geneva. "Culturally Responsive Teaching." In Handbook of Urban Education, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-16.

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Ford, Donna Y., and Gilman W. Whiting. "Culturally Responsive Teaching Practices." In Best Practices for the Inclusive Classroom. Routledge, 2021. http://dx.doi.org/10.4324/9781003233237-14.

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Salminen, Sanna, Pekka Toivanen, Jaana Virkkala, Sampo Hankama, and Jaana Vahermaa. "Reflections on North–South collaboration in music education." In Culturally Responsive Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315201900-9.

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Blair, Andrea. "Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil." In Culturally Responsive Pedagogy. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46328-5_5.

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Shaw, Julia T. "Introduction." In Culturally Responsive Choral Music Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429503900-1.

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Conference papers on the topic "Culturally responsive music teaching"

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Anuar, Siti Zubaidah. "CULTURALLY RESPONSIVE TEACHING IN THE HIGHER LEARNING INSTITUTIONS." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.005.

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Idrus, Faizah. "MODELLING CULTURALLY RESPONSIVE TEACHING: A CASE-BASED STUDY IN THE MALAYSIAN SETTING." In 22nd International Academic Conference, Lisbon. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.022.024.

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Najid, Annisah Aynun, Yuli Rahmawati, and Yusmaniar. "Developing students’ attitudes towards chemistry learning through culturally responsive transformative teaching (CRTT)." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041989.

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Herner-Patnode, Leah, and Hea-Jin Lee. "PRESERVICE TEACHERS KNOWLEDGE AND APPLICATION OF CULTURALLY RESPONSIVE TEACHING TECHNIQUES IN MATHEMATICS INSTRUCTION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2218.

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Webb, Alla, and Ray Gonzales. "Striving for Excellence in Introductory Computer Science Courses Using Culturally Responsive Teaching (CRT)." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. ACM, 2018. http://dx.doi.org/10.1145/3159450.3159631.

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Rahmawati, Yuli, Achmad Ridwan, and Nurbaity. "Should we learn culture in chemistry classroom? Integration ethnochemistry in culturally responsive teaching." In THE 4TH INTERNATIONAL CONFERENCE ON RESEARCH, IMPLEMENTATION, AND EDUCATION OF MATHEMATICS AND SCIENCE (4TH ICRIEMS): Research and Education for Developing Scientific Attitude in Sciences And Mathematics. Author(s), 2017. http://dx.doi.org/10.1063/1.4995108.

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Barmpoutis, Angelos, Qianwen Ding, Lisa Anthony, Wanda Eugene, and Marko Suvajdzic. "Exploration of kinesthetic gaming for enhancing elementary math education using culturally responsive teaching methodologies." In 2016 IEEE Virtual Reality Workshop on K-12 Embodied Learning through Virtual & Augmented Reality (KELVAR). IEEE, 2016. http://dx.doi.org/10.1109/kelvar.2016.7563674.

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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.

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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, wi

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Yip, Jinchi, Mohd Asrizal Razali, and Noranis Ismail. "Adapting Culturally Responsive Teaching to Enrich Experiential Learning in a Malaysian Graphic Communication Design Classroom." In Proceedings of the 3rd International Conference on Creative Media, Design and Technology (REKA 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/reka-18.2018.43.

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Moldavan, Alesia Mickle. "Preservice teachers’ perceptions of a lesson study connecting multicultural literature with culturally responsive mathematics teaching." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-260.

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Reports on the topic "Culturally responsive music teaching"

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Ferner, Bernd. Elementary Teacher Candidates' Images of Mathematics, Diverse Students, and Teaching: An Exploratory Study With Implications for Culturally Responsive Mathematics Education. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1097.

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Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: A Multiphase Mixed Methods Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6139.

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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we condu

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