Embracing Human Differences, continued from page 52 Foster Participation that Reflects


your School Community Strive to represent school and community demographics in the music program. • Explore gender equity in ensembles. Perceptions about gender may affect instrument choice, beliefs about creativity, ensemble leadership, and rates of participation in various ensembles. Increased awareness of these perceptions and how they create barriers to participation could help you increase participation in equitable ways.


Surveying the students in your school to determine the kinds of music classes they would be interested in and talking with guidance counselors regarding scheduling could assist in making music classes more accessible and meaningful for a broader array of learners.


Ensure Repertoire and Materials to


Reflect Your Learners Repertoire and materials in music education can represent and reproduce dominant culture. Students from marginalized cultures should be able to see themselves reflected in the music curriculum and content.


To diversify repertoire and materials: • Select music from cultures represented in and beyond your school community. If your school appears to be relatively monocultural,


consider


• Examine whether the proportion of students with individualized education programs (IEPs) in your ensembles reflects the proportion of students with IEPs in your school. Try working with special educators, parents, and students to help children with a variety of needs succeed in music classes.


• Offer entry points to music education for all students at all levels. For example, provide avenues for high school students to participate in instrumental music as beginners.


• Consider how scheduling (e.g., before or after school, during the same period as a required math class), audition processes (e.g., sight reading, repertoire), required materials (e.g., uniforms, instruments), music electives (e.g., marching band, mariachi, steel drum, guitar class, song-writing), and/or repertoire (e.g., religious content, language, genre) may hinder participation for various groups of students (e.g., low socioeconomic status, English language learners).


Fall 2018 | www.wyomea.org the


multicultural state, country, and world you are preparing students to navigate, and choose accordingly.


• Ensure materials use gender inclusive language (e.g., they vs. he/ she).


• Choose music written by composers who represent a variety of genders, ethnicities, races, sexual orientations, social classes, etc.


• Display images in your classroom that reflect your community and the diversity of musical communities from around the world.


• Collaborate with local musicians in ways that blur the lines between school and community. Invite guests to perform, talk, and/or create with


students, and/or partner with local artists for concerts.


Structure Classroom Practices and Policies to Create Inclusive


Learning Environments Classroom practices and policies may inadvertently privilege students from certain backgrounds, while unintentionally alienating others.


To create a more inclusive environment: • Establish classroom discipline policies that do not disproportionately affect certain groups. Soliciting input from students will give them agency and ownership in discipline policies and procedures.


• Protect your students from harassment and discrimination based on race, ethnicity, religion, home language, (dis)ability, gender, gender expression, and/or sexual orientation. Talk with your students regularly about supporting and accepting one another. Adopt effective classroom management practices to ensure bullying, harassment, and discrimination are not tolerated in the music classroom, and enforce your school’s anti- bullying policies.


• Understand how the cost of materials (e.g., instruments, uniforms) may affect students who come from low-income families. Consider organizing an instrument drive or uniform “garage sales” where families can donate or sell items at reduced costs.


Continued on Page 54 53


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