High school music teachers’ attitudes and practices regarding culturally responsive teaching in musical theatre production

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2025-01-23 DOI:10.1177/02557614241313392

Apinporn Chaiwanichsiri

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Abstract

Cultural awareness is crucial in fostering inclusive and authentically representative musical theatre productions in today’s diverse educational landscape. I designed this study to examine U.S. music teachers’ attitudes, perspectives, and the integration of strategies related to culturally responsive teaching (CRT) into their high school musical theatre productions, including the challenges they encounter and their suggestions. Analysis of responses to the electronic survey ( N = 119) indicated a strong emphasis on integrating cultural awareness across various stages of musical production, aligning with Gay’s five essential elements for CRT implementation. Teachers prioritized selecting culturally valid musicals that were responsive to students’ skills and diverse backgrounds while fostering cultural appreciation. Despite challenges such as finding culture bearers and accessing some culturally diverse materials, they did curate culturally accurate and relevant materials to deepen students’ cultural understanding, guiding them in interpreting and performing musical songs using appropriate diverse vocal styles in a healthy manner. Establishing a safe space where students felt acknowledged and could freely discuss, share, lead, and collaborate was integral to these efforts. Ultimately, these practices aimed to cultivate students’ respect for their own and other cultures, promote diversity, inclusivity, and enhance the overall quality of the musical presentation.

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高中音乐教师对音乐剧制作中文化响应教学的态度与实践

在当今多样化的教育环境中，文化意识对于培养具有包容性和真正代表性的音乐剧作品至关重要。我设计了这项研究来检查美国音乐教师的态度，观点，以及将文化响应教学（CRT）相关策略整合到他们的高中音乐剧制作中，包括他们遇到的挑战和他们的建议。对电子调查（N = 119）的回应分析表明，在音乐制作的各个阶段，强烈强调整合文化意识，这与盖伊提出的CRT实施的五个基本要素相一致。教师优先选择符合学生技能和不同背景的文化有效音乐剧，同时培养文化鉴赏力。尽管在寻找文化载体和获取一些文化多样性材料等方面存在挑战，但他们确实策划了文化上准确和相关的材料，以加深学生的文化理解，指导他们以健康的方式使用适当的多种声乐风格来解释和表演音乐歌曲。建立一个安全的空间，让学生感到被认可，可以自由地讨论、分享、领导和合作，这是这些努力不可或缺的一部分。最终，这些实践旨在培养学生对自己和其他文化的尊重，促进多样性，包容性，提高音乐呈现的整体质量。

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.