culturally relevant teaching
We can all agree that music is for everyone. The question is: what are we doing as music educators to make equitable access to high-quality, rigorous music programs—where learners not…
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With our attention focused on providing a more inclusive education, we will offer avenues for reshaping curricular content and method in ways that are culturally connected to the wider world.…
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Do you read the IEPs of your students and feel lost on how to support them? Together, we have collaborated with our Office of Disability Resources to identify practical approaches…
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As our classrooms diversify, the languages with which our students engage are more than just mainstream English. Music educators need tools to create linguistically responsive classrooms that aim to improve…
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Creating an Inclusive Music Classroom Honoring Students’ “Funds of Knowledge” By NAfME Member Chiao-Wei Liu This article was first published in the January 2024 issue of Journal of General Music…
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Navigating Divisive Concepts Laws Resources for PK‒12 Music Educators By Karen Salvador and Ryan D. Shaw[1] Divisive Concepts Laws (DCLs)[2] are legislative and executive actions that restrict teaching, professional learning,…
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4 Tips for Incorporating Popular Music into Traditional Ensembles By NAfME Member Dr. Robert L. Bryant III The blog is sponsored by NAfME Corporate Member Yamaha Corporation of America. The…
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For Immediate Release Contact: Catherina Hurlburt catherinah@nafme.org or (571) 323-3395 Divisive Concepts Laws Report from National Association for Music Education Provides Overview of Impact on Music Education and Resources for…
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