Enhancing Student Agency in the Primary Music Classroom through Culturally Responsive Practice

Autor/in	McQueen, Robyn
Titel	Enhancing Student Agency in the Primary Music Classroom through Culturally Responsive Practice
Quelle	In: Teachers and Curriculum, 22 (2022) 2, S.89-98 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1174-2208
Schlagwörter	Personal Autonomy; Elementary School Students; Music Education; Culturally Relevant Education; Foreign Countries; Indigenous Populations; Ethnic Groups; Pacific Islanders; Equal Education; Music Teachers; New Zealand; Australia + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Musikerziehung; Ausland; Sinti und Roma; Ethnie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Music; Teacher; Teachers; Musiklehrer; Neuseeland; Australien
Abstract	In Aotearoa New Zealand and Australia work is ongoing to upskill teachers in culturally responsive practice as a way of addressing inequalities for Maori and Aboriginal students (Macfarlane, 2004; Morrison et al., 2019). Through supplementary materials to the New Zealand Curriculum, such as Tataiako and The Hikairo Schema (New Zealand Ministry of Education & New Zealand Teachers Council, 2011; Ratima et al., 2020), cultural competencies and culturally responsive teaching and learning practices have been schematised. Internationally, student agency has been theorised in the context of addressing inequities in learning outcomes (Toshalis & Nakkula, 2012). Many of the teaching practices embedded in active music-making approaches, such as Orff and Kodály, are characteristically agentic. However, for a number of reasons, specialist teachers in primary schools may be isolated from current educational philosophical trends and imperatives. Drawing on the literatures of culturally responsive practice and student agency, this article identifies themes that resonate with and potentially enhance active music-making in the classroom. Based on years of practice as a classroom teacher and my current role as an Orff-trained primary music specialist, I offer examples of ways music teachers can enhance student agency informed by cultural competencies. These include approaches to group and individual tasks, cross-curricular creative projects, sourcing and curating content and integrating digital learning. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01