greetings from DPI Educational Equity – Will, Fill, Skill - Part I
Julie Palkowski, Fine Arts and Creativity Education Consultant, Wisconsin Department of Public Instruction
This definition guides our work in Wiscon- sin and is the foundation of a Response to Intervention guidance document released in August 2017, “Wisconsin’s Framework for Equitable Multi-Level Systems of Sup- ports.” This document articulates key fea- tures for school communities to develop successful equitable systems.
The focus of this article is to identify strategies to operationalize educational equity in the music classroom. This article is the first of a trio of articles that will each expand the framework concepts - “Will,” “Fill” and “Skill.” The image below shares the concepts, breaking them into eight equity related practices to achieve equity. The concepts include:
WILL – Unpacks who we are, our biases, our values, and if those values match our actions. This concept involves building our self-awareness, examining system impacts, and believing that all students can learn. This area is addressed in this article.
FILL – Extends our understanding of the people and communities served. January 2019’s Wisconsin School Musician article will focus on this concept.
SKILL – Applies our knowledge to sup- port those served. April’s article on this topic will complete the series.
Let us take a deeper look into the concept of “WILL” from Wisconsin’s Framework for Equitable Multi- Level Systems.
Become self-aware.
Examining thoughts about these identities and personal experiences builds an under- standing of how “who we are” connects to the “work we do.” National Association for Music Education (NAfME) provides four strategies to help support inclusivity and equity in the music classroom (Source:
https://nafme.org/about/position-state- ments/inclusivity-diversity/). Consider for each strategy how it expands views and learning opportunities to increase learner access:
1. Building music programs that include the study of a wide variety of music- making styles and genres.
2. Understanding our school community’s needs and interest in including diverse musical styles and genres.
12 September 2018
WILL: What are our views about various identities, such as race, gender, gender identity, age, sexuality, ability, religion, income and language?
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