Embracing Human Differences, continued from page 53


Adopt gender neutral ensemble names, uniforms, and/or uniform policies. If your uniforms imply a gender, allow students to select the uniform they would like to wear.


Honor the Needs of Individuals Goals, particularly in ensembles, can revolve around whole-group activities and achievements such as performing a concert or scoring a top rating at festival/contest. To honor the needs of individuals: • Focus on fostering individual musical growth, rather than reproducing a particular piece of repertoire to meet a certain set of standards.


• Provide opportunities for students to create with one another and share their individual musicianship.


• Provide multiple access points to music education for students of varying levels in all grades.


values, and identities reflected in music education.


For Further Reading


Abril, C. R. (2003). No hablo inglés: Breaking the language barrier in music instruction. Music Educators Journal, 89(5), 38-43.


Bates, V. C. (2011). Sustainable school music for poor, white, rural students. Action, Criticism, and Theory for Music Education, 10(2), 100-127.


Bergonzi, L. (2009). Sexual orientation and music education: Continuing a tradition. Music Educators Journal, 96(2),21-25. doi:10.1177/0027432109350929


Concluding Thoughts Becoming a more inclusive educator by recognizing, honoring, and valuing student identities will likely require change, and change can be uncomfortable. We will need to overcome concerns about saying or doing the wrong thing, and approach this change with humility, open minds, open hearts, and open ears. Every person can learn and grow in and through music, and, therefore, has the right to see their ideas,


54


Bradley, D. (2007). The sounds of silence: Talking race in music education. Action, Criticism, and Theory in Music Education, 6(4), 132-162. Culp, M. E. (2016). Improving students’ self- esteem in general music. General Music Today, 29(3), 19-24. doi:10.1177/1048371315619962 Elpus, K., & Carter, B. A. (2016). Bullying victimization among music ensemble and theatre students in the United States. Journal of Research in Music Education, 64, 322–343. doi:10.1177/0022429416658642 Fiorentino, M. C. (2016). Welcoming every student: Making our music ensembles and classrooms safe spaces for all [Handout]. Personal communication on March 20, 2016. Fitzpatrick, K. R. (2012). Cultural diversity and the formation of identity: Our role as music teachers. Music Educators Journal, 98(4), 53-59. doi:10.1177/0027432112442903 Gaztambide-Fernandez, R. A. (2011). Musicking in the city: Reconceptualizing urban music education cultural practice. Action, Criticism, and Theory for Music Education, 10(1), 15-46. Haywood, J. (2006). You can’t be in my choir if you can’t stand up: One journey toward inclusion. Music Education Research, 8(3), 407-416. doi:10.1080/14613800600957511 Koza, J. (2008). Listening for whiteness: Hearing racial politics in undergraduate school music. Philosophy of Music Education Review, 16(2), 145-155.


Kruse, A. J. (2016). They wasn’t makin’ my kinda music’: A hip-hop musician’s perspective on school, schooling, and school music. Music Education Research, 18(3), 240-253.


McPherson, G. E. (1997). Giftedness and talent in music. Journal of Aesthetic Education, 31(4), 65-77. Morris, M. (2016). Pushout: The


criminalization of Black girls in schools. New York, NY: The New Press. Palkki, J. (2015). Gender trouble: Males, adolescence, and masculinity in the choral context. Choral Journal, 56(4), 24-35.


Salvador, K. (2015). Music instruction for elementary students with moderate to severe cognitive impairments: A case study. Research Studies in Music Education, 37(2), 161-174.


Shaw, J. (2012). The skin that we sing: Culturally responsive choral music education. Music Educators Journal, 98(4), 75-81.


Karen Salvador and Mara Culp presented at the NAfME Music Research and Teacher Education National Conference in Atlanta, GA, March 22-24, 2018.


About the authors: NAfME member Mara E. Culp is Assistant Professor of Music Education at Eastman School of Music. She


has taught general, choral, and instrumental music. Her research and academic


interests include


improving speech using music, music education for exceptional learners, interdisciplinary collaboration, and elementary general music education.


NAfME member Karen Salvador is Associate Professor of Music at the University of Michigan- Flint, where she coordinates the Music Teacher’s Certificate


Program.


Previously, she taught early childhood and elementary general


music, choir,


and drama. Dr. Salvador’s research pertains to equity and inclusion in music education, examining the intersections of instructional practices,


music teacher education, and


educational policy. She is a past facilitator for the Society for Music Teacher Education’s Area for Strategic Planning and Action on Cultural Diversity and Social Justice.


Published with permission of NAfME. Original article published December 21, 2017


Wyoming Windsong


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