cfamu765 assign6 anne_pendleton
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An Examination of Four Instructional Methods of Teaching African American Music in Public Elementary Schools Anne PendletonFacilitator, Nancy RosenbergCFAMU 765April 20, 2011TRANSCRIPT
- 1. An Examination of Four Instructional Methods of Teaching
African American Music in Public Elementary Schools
Anne PendletonFacilitator, Nancy RosenbergCFAMU 765April 20, 2011
2. Introduction Purpose, Questions
The purpose of this study is to examine four differing
instructional methods of teaching African American music in
Elementary schools, to define the instructional methods, compare
and contrast these methods, and explore the effectiveness and
benefits of these methods for students.
Questions:
What do teachers need to know about African American music?
In what ways do children currently benefit from differing
instructional methods of African American music education?
What types of instructional methods do music educators use in order
to effectively implement African American music?
What resources and technology do music educators utilize when
teaching African American music?
To what extent do music educators use African American music to
implement national standards?
3. What do teachers need to know about Black music? Rosita
Sands
Black music represents a widespread variety of cultures, genres,
and musical approaches, including its African roots.
No single style of black music
Black music represents a body of musical styles, genres, attitudes,
approaches, and processes of making music that are related to each
other because of the common heritage. (Rosita Sands, 228).
Black music is involvedin a musical evolution
Example: Ragtime, characterized by syncopated rhythms
Awareness of the history of black music and existing research
(230)
Effective method of teaching musical concepts andfunctions
Genres and styles that evolved from these musical functions should
also be taught
4. Instructional Strategies
Listening and visual activities
Exposure to music of different cultures
Development of musical preference. (Jan McRary)
Historical context (Sands, 231)
Musical concepts
i.e. rhythm, melody, form, vocal timbre, improvisation
Performance sing, dance, instruments
Maintain authenticity of rhythms, melodies, and text
5. Benefits of African American music education for elementary
students
Personal identification with ethnicity
Musical preference (McRary)
Experience musical concepts related to African American
music.
6. Resources and technology
Materials are becoming more readily available as research develops
(Sands, 235).
Development of textbook series has slowly included black music
(Janice James)
Audio-visual media (ethno musicological), materials specifically
designed for the classroom appropriate for elementary level
Audio-visual materials focus on blues, gospel, spirituals, zydeco,
jazz, African rhythms and instruments, soul music, ragtime,
calypso, reggae (Sands, 235).
Technology resources: surveys, musical preferences, online
networking, websites focused on African American music, appropriate
for elementary grades, catalogs and companies (World Music Press,
Multicultural Media)
7. African American music education and national standards
Development of national standards for arts education was written by
4 arts educational organizations, including MENC.
Strongly supports multicultural music education in the K-12
curriculum.
Subject matter from diverse historical periods, styles, forms, and
cultures should be used to develop basic knowledge and skills in
the various arts disciplines (National Standards for Arts
Education).
8. Multicultural music
African American music spans a huge range of genres and musical
styles relevant to multicultural music.
Exposure to different cultures fosters musical preferences
Study performed by McRary revealed that African American children
gave higher ratings to blues music than European American
children.
Does musical tolerance exist across cultures? Do teachers have the
responsibility of teaching musical tolerance?
9. Methodology Procedures
Qualitative methods examining the effectiveness of 4 instructional
strategies
Participants: One music educator, 4 different classes of 4th and
5th graders
Site: Public elementary school located in Maryland
Data Collection: observations based on teacher/student behavior and
activities, interviews with teacher/students, documents and
resources
Analysis: observations, interviews, assessments and student
feedback
10. Bibliography
Curry, Beulah A. Bonner. An Evaluation of African and Afro-American
Music in Selected Elementary Music Textbook Series and
Recommendations for Supplemental Song Materials.PhD
diss.,University of Houston, 1982.
James, Janice. The Music of Afro-Americans in Elementary Music
Series Books: An Investigation of Changing Textbook Content, 1864
to 1970. PhD diss., University of Southern Mississippi, 1976.
McRary, Jan. Ethnic Majority/Minority Status: Children's
Interactions and Affective Responses to Music. Journal of Research
in Music Education 48, no. 3 (Fall, 2000).
Nelson, Ella Joy.Black American Folk Song: An Analytical Study with
Implications for Music Education.PhD diss., Stanford University,
1981.
Sands, Rosita. A Survey of Unpublished Materials Focusing on the
Pedagogy of Afro-American Music in General Music Education. Black
Music Research Journal 8, no. 2 (Autumn, 1988),
http://www.jstor.org/pss/779355.(accessed April 8, 2011).
Sands, Rosita. What Prospective Teachers Need to Know About Black
Music. Black Music Research Journal 16, no. 2 (Autumn, 1996),
http://www.jstor.org/pss/779329.(accessed April 8, 2011).