Tips for Fostering Diversity in Your Music Program
Isaiah C. Mason, M.M. North Brunswick Township School District
imason@nbtschools.org
In this modern push for equity and inclusion, many
teachers are reflecting on how they can make their music programs more diverse and accessible. While a graduate student at Temple University, I completed a study where I asked New Jersey band directors what they believe are the factors that lead to, or prevent, diversity in music programs. As teachers work to have their programs reflect the racial demographic of our schools and communities, they can consider the findings of this study and how they can be applied to the music classroom. I reviewed the responses of the study and selected common themes that I hope can be taken back to your schools.
Make your Program Culturally Relevant No one can argue that to be an effective teacher,
content knowledge and pedagogical prowess must be present. American universities work to make sure their teachers are knowledgeable in the content of the western classical canon while simultaneously teaching pedagogi- cal skills that are meant to teach music from the same canon. Naturally, many teachers are comfortable teach- ing this style of music and are not experienced in finding music that fits the desires, interests, and cultures of their diverse student body. Students are attracted to activities where they feel welcomed and the music that we choose is a factor in how welcomed they potentially feel. With the ever changing needs of our students, it is our job to evolve with them. For music educators, that may look like creating an ensemble outside of your traditional, classical ensemble, like a vocal jazz ensemble, a pops or- chestra, or a latin-cuban ensemble. It may also look like choosing literature that accurately portrays the styles of music that are relevant to your students’ cultures and in-
TEMPO
terests. Allowing your program to be culturally relevant can encourage participation of students from all cultures.
Create a Schedule that Best Serves the Students Often, teachers have input in their schedule but do
not have direct say over when their ensembles and les- sons meet. However, it is still important to advocate for a schedule that works for your program and students. When students miss rehearsals they fall behind, become discouraged, and could eventually quit. That student is now a loss to the music program potentially for the rest of their time in school. Unless transportation is guaran- teed, try to avoid having rehearsals before or after school. Some families cannot provide transportation and do not join the music program as a result. If it is unavoidable, advocate for extra bussing. For classes during the day, try to avoid scheduling your classes during reading, math, and Advanced Placement (AP) courses. These classes are often prioritized by administration and teachers are less likely to support the students missing class. Minority stu- dents are more likely to require special education services and often have scheduling issues as a result. Creating separate lesson blocks where most students, who receive special services, are available will encourage even more student participation. Fixing some of these scheduling is- sues may allow for students to participate in your music program guilt free.
Make sure your Band Represents the Students Representation is key in encouraging student par-
ticipation regardless of the activity. When students can imagine themselves succeeding in your ensemble, they
40 MAY 2021
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