How will I respect and promote diversity while creating instructional opportunities that meet the
needs of students from diverse cultural backgrounds and those with
exceptionalities?
Music
has been called a universal language, and for good reason. Persons in all times
and all places have some kind of musical culture with which they express their
beliefs and their unique way of life. All of my students come to my class
bringing with them their own unique cultures, and to arrive at the universality
of beauty in music, I must pass through the subjective worldview and
understanding of my students. This does not mean that I wish to change or
ignore the differences in my students; on the contrary, each unique individual
brings a new means of understanding and creating music, like each facet on a
diamond catching and reflecting the light. I truly desire to have an incredibly
diverse classroom, for the benefit of every student in the class and for my own
enlightenment and continual growth.
I
hope to encourage diversity in the student body and also in the materials they
learn. One criticism of classical music is its focus on the Western Classical
tradition to the point of almost total exclusion of all other musical
heritages. I wish to expand my course in a little more breadth in order to
understand how musical cultures from around the world have developed and how
the shaping of music history has shaped human culture. I hope also that a more
universal approach to music will encourage students to be proud of their own
unique heritages and embrace music as a means to celebrate diversity in
communion with others. Music has the wonderful ability to facilitate individual
growth and diversity while moving towards a common goal. Music is its own aim,
and students from all backgrounds and all methods of thought can subvert their
individual differences and disagreements in order to create beauty together.
Having
grown up in a very culturally inclusive environment in the Twin Cities, I am
rather knowledgeable with regards to students of other cultures and
ethnicities. In my work at Minnesota Masonic Homes, I was an ethnic minority
among a Kenyan, Somalian, Taiwanese and Hmong Majority. The experience of being
an ethnic minority helped me learn how to work and form friendships with people
of vastly different backgrounds. Before my studies at Benedictine my experience
with students of low socioeconomic status and exceptionalities was limited, but
it was not absent from my life entirely. I know firsthand the complexities that
take place in teaching children with Aspergers Syndrome and Downs Syndrome and
I learned what it meant to really care sacrificially for people as I cared for
those experiencing the difficulties of Alzheimer’s. I have learned to love and
genuinely appreciate persons I know with severe Dyslexia and make
accommodations for them in my daily life. My classes at Benedictine have also
given me much preparatory knowledge of how to teach through exceptionalities
and taught me to embrace them with enthusiasm. I still have much to learn, but
I am fully confident that, whatever a student’s exceptionality, they can excel
in my music classroom with ease. Socioeconomic considerations are the furthest
from my area of expertise, but given the knowledge I have gained at Benedictine
and in the Atchison community, I see no reason why students cannot succeed in my
music classes based on socioeconomic status. Indeed, I fully expect students
from all over the wealth spectrum to exceed in my classroom, regardless of
their parent’s income or other factors. If students needs extra lessons and
can’t afford them, I can always work out a special arrangement that caters to
their needs.
To
insure that my assessments and my interactions with students are free of bias,
I must first understand the students as well as I possibly can. I must have
good relationships with my students in order to understand where they come
from, where they wish to go, and how I might help them to get there. Constant
and honest self-reflection will also aid me in determining if I have been
biased in the attention paid to certain students, or not devoting enough time
to those who need my help, and lesson planning will help me to structure my
teaching strategies so that I am taking the needs of all students into account.
For
example, when I break my students up into groups, I need to take the unique
qualities of my students into account. In the general music curriculum, or in
classes with an academic focus such as music history or theory, I must be sure
to group students in ways that account for each other’s weaknesses and
strengths. Since group work in performing ensembles is determined by section or
instrument, ability grouping is not really an option. I do intend to assign
members of different sections into small groups for rehearsal purposes which
will be planned according to how many students I have in the various sections,
which I will also augment with a mixture of ability and achievement
All
of my learning activities should be structured in such a way that I can meet
student needs, but I should also be ready to meet student interests and let
them make their own choices. In the general music class all of my students will
have to learn to play all of the instruments we use in class, but after they
have proved proficient on each instrument, then they can choose an instrument
to major in for the rest of the semester. In music history students can choose
a topic to write an essay about, in theory they will write their own
compositions and performing ensembles choose their own instruments.
Improvisation is also a beautiful and instructive method for students to both
learn and express their unique understanding of music, a method I wish to
stress in my classroom.
Music
adapts itself very well to diversity, and thus I tend to see diversity as a
great advantage in the classroom. The only real difficulties I could see in
having great diversity in my classroom is the incredibly rare case of a child
with true amusia or an extreme spectrum of musical aptitude. Culture, language,
mental and physical disabilities pose challenges but all of those can be easily
overcome in the music classroom. Should I require that my students attend
musical concerts and write reviews of the concert, students in low SES
situations can attend some of the multitudinous musical venues that are free,
students with dyslexia or blindness may aurally dictate their review to me, and
any other accommodations a student may need can still fulfill the requirements
for the assignment. I feel well prepared to help all of my students succeed, no
matter their exceptionalities or unique capabilities.
I
must not, however, think that because I consider myself knowledgeable I can
stop learning how better to adapt my teaching strategy. I am personally
fascinated by different cultures and I am always looking to understand more
about cultural, religious, and ethnic backgrounds. It only makes sense that the
more I know and understand about different cultures, socioeconomic statuses and
exceptionalities, the better I can connect with my students and present the
information I am teaching in a more effective manner.