Abstract
Building upon the work of Ladson–Billings, Lind and McKoy, and Shaw, our proposed framework takes into consideration the depth and breadth of musical experiences and contexts, musical content, and the diversity of musical cultures. The proposed framework includes four quadrants: (a) teacher competencies, (b) informed choices, (c) authenticity, and (d) holistic and comparative lessons. The framework provides K–16 teachers with tangible, accessible, and actionable methods for implementing a teaching pedagogy that has often been misunderstood or implemented without fidelity, and therefore ineffective. Each quadrant’s description and detail provide educators with guidance, supporting their individual musical growth, facilitating authentic relationships with students, authentic performances, and careful idea development for lesson planning that is inclusive of multiple musical perspectives and origins. Muñiz and Richards et al. acknowledged that community support and teacher capacity are essential for culturally relevant pedagogy to be implemented effectively, thus increasing students’ academic growth.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Update: Applications of Research in Music Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
