Student voice and choice in modern band curriculum development
The perspectives and experiences of students should be considered first in the process of any significant curriculum reform. There is no one-size-fits-all approach to music education, and educators have a responsibility to design experiences that meet the needs of learners in their
classroom. After hearing the individual voices of students in one New York State school district in the United States, the music faculty and authors developed modern band electives designed to increase access to school music and attract a greater diversity of students by race, ethnicity and
musical preference. District-level enrolment data demonstrate how these courses impacted the demographic profile of secondary school music by increasing participation rates among racialized student populations. These modern band music classes counterbalanced the disproportionately white and
higher SES enrolment in the traditional band, orchestra and chorus, resulting in a school music programme that was more representative of the overall school population.
Keywords: culturally responsive teaching; diversity; inclusive; learner agency; modern band; popular music
Document Type: Research Article
Affiliations: 0000000096080631Ithaca College
Publication date: 01 March 2020
- The main aims of Journal of Popular Music Education, especially initially, will be iteratively to define the parameters of the field and disciplines of its readership and contributors (especially with regard to other journals in popular music and music education), this being an emerging field of scholarship and practice. The other principal aim will be to disseminate excellent critique and other forms of scholarship (e.g. phenomenological) in and related to the field. The journal will have an inclusive, global reach. 'Education' and 'popular music' are terms that we expect to be stretched and problematized through rigorous examination from multiple international perspectives.
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