I was originally inspired to do this research project after a lecture series at JMU by Amy Lewis on Anti-racism in the music classroom. Throughout my personal music education, I rarely participated in non western musical experiences. It caused me to take a look to see if there was literature that examined this issue. While many scholars have addressed it, there is still a long way to go in solving it. It took me a while to narrow down exactly what research question i wanted to pursue. From talking to teachers in my engagement project I was able to see exactly how the issues were effecting teachers in this area. From this, I was able to see how realistically teachers can make a difference and implement multiculturalism. 

For this project I worked with a group to read "Punished by Rewards" by Alfie Kohn

KOHN, A. (1993). PUNISHED BY REWARDS. Houghton Mifflin. 

From reading this book I was able to gain further insight on the ideas and consequences of behaviorism. Using tangible positive reinforcement to encourage desired behaviors is something I have long thought was an effective classroom management technique. While it is effective for short-term results Kohn states that, "The more rewards are used, the more they seem to be needed” (Kohn, 1993, page 17). Using grades and treats and other rewards as an incentive to do quality work does an disservice to the student by only giving them external and tangible rewards as motivators. It is better for the student to act on their own natural inclination to learn and explore so they can have a better quality learning experience and outcomes. I think this is especially true in the music classroom setting. Giving students a motivator that isn't tangible will encourage the students to be more engaged in the process of musicking and have a life-long appreciation for music. It will allow the students to be engaged in an experience that is more meaningful to them personally. 

​Having the opportunity to discuss this book with my peers has been helpful in gaining these different perspectives and understanding of these ideas. It is also helpful to hear from other's experiences with teachers and how they approached discipline and rewards. In my experience , which was similar to most of my group members, a reward system was prevalent in our public school classrooms. It is enlightening to be aware of the effects of this philosophy in areas other than education such as the workplace and economics. Gathering from different experiences and philosophies I can gain my own, personal philosophy of education for when I teach in the future.  

Here is a link to the google doc including the chapter summaries 

Bauer, W. I. (2014). Assessment for music learning. In, Music learning today: Digital pedagogy for creating, performing, and responding to music (pp. 130-150). New York: Oxford University Press.

Assessment is necessary for teachers to plan lessons, and measure student's progress in learning concepts. According to the chapter, the assessment must be geared towards the desired learning outcomes in order to be valid. If an assessment is valid and consistent, or reliable, it helps the student in the learning process. The article defines formative assessment as including formal and informal methods of assessment to help give feedback to the teacher in the students progress. Summative assessments are usually the final project or goal to let the teacher know if the students are ready to move on to a more challenging concept or goal. Formal and informal can be more one on one with students or with small groups in class to gauge progress. Summative assessments can be a large group project or performance that showcases the students newly acquired skills and development. 

One example provided in the chapter of implementing technology into the classroom is using "clickers" so students can answer questions in multiple choice form in class electronically. Google Docs can be used for formal assessment and teachers can collaborate on the document though that medium. 

- Goal 1: Create a multi-section musical work that demonstrates attention to unity/variety and tension/release and explain individual process and artistic intent. 
For this goal, I would assess by using a music software that teaches specific musical concepts and assess how students implement that into their work. I think an activity with this goal can be done in a class setting and also an individual project depending on the class grade level and experience. For individual projects it can be done through online submissions. 
- Goal 2: Analyze and describe key musical features in Kendrick Lamar's "DNA" and describe interpreted artistic intent. 
This can be done through informal assessment in class by asking students analytical questions, or formally through individual or small group class presentations. 

I was able to examine, along with my classmate and Professor, a collection of videos and a notebook of Dr. Perkins from her time at the Suzuki Institute in Japan. The notebook documented her observations from private and group lessons in the institute. From these observations we were able to see the cultural aspect of how the Suzuki method is implemented in Japan. We were able to compare the observations from notebook and videos to our experiences and knowledge of the Suzuki method in America. 

Abstract by Dr. Lisa Maynard 

1.) One important thing teachers can do is to speak with professionals and staff in the special education program at their school. It is important for teachers to get a background and be aware of information relevant to students. Teachers can also be a part of the teem by interacting and communicating with the special education program. It is important to also communicate with the students and parents effectively. By working with the special ed program and being aware of the students needs it can be possible to find an effective communication method that works best. One way that teachers can be more educated is through attending IEP and 504 meetings

2.) Both IEP and 504 plans have the same intention to help students with disabilities in achieve their academic goals. Although both plans are similar in structure, there is some flexibility and states and schools have the option to make adjustments to the plan. with the IEP plan students with disabilities have assistants to help them complete tasks and their progress is monitored. The 504 plan is for students who have a disability, but it is not severe enough to warrant the extra assistance included in the IEP plan. 

3.) One way teachers can accommodate students with disabilities is by giving them an extended amount of time in class to complete assignments. The teacher can also provide things such as study guides to give extra assistance in helping the student learn the information. An extra set of books at the students home may also be helpful. Sometimes it is important that the teacher can quickly and easily assist the special needs student so preferential seating may be a good option. If the student is close to the teacher it is easier to help resolve any issues and assist the student. 

4.) As a teacher in a music classroom, I could implement preferential seating by placing the student in a section in the ensemble that is close by. This may be necessary for students with behavioral or physical challenges. 

5.) I'm currently working on an engagement project where I'm observing and interacting with a special needs student who is blind and is confined to a wheelchair. it's in an inclusive environment in a general music class. There is a professional assistant to help the student play the instruments and participate in the class activities. With assistance, the student was able to play the recorder and the other students in the class were accepting and supportive. There were some activities that were designed so it was more difficult for the special needs student to participate. 

what are ways that other students can be more inclusive of a special needs student and what can the teacher do to encourage that? 

How can the teacher change the framework of an inclusive class to set reasonable goals for special needs students but still challenge the other students?

Hammel, A. M., & Hourigan, R. M. (2017). Chapter 1: Public education within a democracy. In, Teaching music to students with special needs: A label-free approach (2nd ed.). New York: Oxford University Press.

In the beginning of this chapter, there was a quote from John Dewey that discussed the importance of having equal opportunities and experiences for all students in a democracy. Currently in our school system, there is a discrepancy in opportunity for average students and those whose circumstances leave them at a disadvantage. The mindset has changed in the recent years so teachers are now expected to help all students have the same achievements. According to this book, there are many groups of students who are challenged with unequal opportunity. As a future educator, I am responsible for ensuring that students of differing racial and economical groups and students with learning disabilities get the same quality music education as any other student. 
 
One of the most significant issues faced by disadvantaged students is the lack of funding for resources. Families who are economically challenged frequently have difficulty providing the proper healthcare and resources for their child. When I'm in the music classroom, it is important to consider the needs of the disadvantaged students in the local community. The book suggests taking into account extra expenditures required for materials in the music class for families that struggle economically. 

The text shares a quote defining special education as, "specially designed instruction, which meets the unique needs of an exceptional child." ((Hallahan and Kauffman, 1978, p.4) Hammel & Hourigan, 2017, p.5) This is implemented in schools by special education students having assistants to help them with their tasks and also participate in special classes. The book discusses how in the last century, special eduction students have been integrated into regular public schools instead of going to a special school. While the intentions behind integrating all students is good, it comes with many challenges. Teachers struggle with providing assistance in large classrooms, and the schools are typically underfunded for necessary resources. Because of standardized testing and requirements and assessments for all students, schools have "unrealistic expectations for children with disabilities" (Hammel & Hourigan, 2017, p.6) It seems like there has to be a compromise. We want all students to succeed and be equal, but sometimes certain goals are more difficult to attain by special needs students especially considering lack of funding and resources. 

The book discusses how one of the challenges facing inclusion is effective communication between the teacher and the special needs student. As a future music educator it is important for me to understand the needs of individual students that require extra assistance in learning and allow music to be a way for them to communicate and express themselves in a different way than other academic classes. The book suggests that before including the special needs student in the classroom by assessing. "receptive language, expressive language, cognitive function/processing, and cultural use of language." (Hammel & Hourigan, 2017, p. 15) 

Special education programs are typically funded by real estate tax system according to the book. This presents challenges because students that live in higher income areas will consequently have better resources and those in lower income areas will be underfunded and not have necessary assistance and resources for students. In rural areas, families may have to travel far to get to resources and healthcare necessary for their child. This is an example that can cause financial burdens to those families with children that ave special needs. 

Students that have challenges with receptive and expressive language could suffer from inability to hear or see, and have challenges understanding social cues and difficulty understanding the teacher.
With the increase of ELL learners in schools, it is important for the teacher to have an understanding of those student's cultural and language backgrounds to be able to communicate effectively.
The book uses the IDEA definition of behavioral and emotional challenges and it talks about how some students display "inappropriate behaviors in normal circumstances" and "inability to maintain interpersonal relationships with peers and teachers" (Hammel & Hourigan, 2017, p.17)
​Students who have challenges with sensory needs can possibly have adverse reactions to "sound, sight, touch, smell and/or taste."
Students that have challenges with physical conditions can most of the time still perform well in school and have full cognitive abilities. However, these students still need assistance to perform tasks.  

The book discusses that teachers need to be able to identify and work with a special needs students strengths and weaknesses just like with any other student. The book suggests that teachers adapt instruction and the framework of the classroom to ensure that all students are receiving the same high quality instruction. 

How can teachers adapt students assessment to be realistic for students with special needs and still have high enough expectations to give them equal educational outcomes to students who are not disadvantaged? 

How can teachers bring awareness to funding issues? 

In what ways can digital technology be incorporated in school bands and orchestras? 

What aspects of traditional music classes like school ensembles can be changed to incorporate more creative opportunities and implement this participatory culture? ​

Hein, E. (2017). Playing in the digital studio. In S. A. Ruthmannm & R. Mantie (Eds.). Oxford Handbook of Technology and Music Education (pp. 383-395). New York: Oxford University Press.

The article begins by discussing how technology has allowed a new platform and method of creating new music and ideas. Providing creative musical experiences is now much more accessible to a wider group of people. However, technology is not always used effectively in the music classroom. Sometimes teachers do activities that are the equivalent of worksheets that don't allow students to be engaged and creative. According to the article, they teach the kids about music without actually engaging the students in the music making process. It can be more effective if the music classroom embraces music from popular culture around the world. The author discusses how he encountered a variety of genres of music from outside the classroom. One view of the purpose of teaching music in schools is to provide gratification and satisfaction for the people engaged in the musicking and the listeners. With digital music it can be easier to improvise, compose new ideas, and give students the tools to be musically and creatively independent. 

Reading this article I feel like I had many similar musical experiences in my music education.  Music has always been meaningful to me in my personal life. My family is musically inclined and jamming with classical music, bluegrass, or any other genre is a frequent occurrence when we're all together. That's also how I was exposed to genres other than classical. As a future music educator, I think it is important to incorporate different genres and methods of musicking. Digital music technology seems like a good platform to do that. I feel like I missed out on gaining creative confidence in my music education. By using digital technology, it is a safe space for students to be engaged and create their own new ideas. I think that when students are engaged in creating something that is meaningful to them it provides a sense of gratification. This is how music can, according to the author, "make life more bearable" and be a "powerful weapon against depression". 

What are ways that teachers can effectively take pedagogical risks and introduce students to new ways of learning?

How can a teacher build "flexible educational environments" and meet the creative needs for individual students in classrooms with large amounts of students? 

As a teacher, it is important to be educated in all theories because each one has strengths and weaknesses. The methods of education are constantly changing and as a teacher it is important to give students a variety of methods of learning and a quality education. 

The views of critical pedagogy in education are that social and political issues are not separate from education and knowledge. 
Scholarly article link here 
link to video of conversation with influential theorist here 

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