Inevitably, music educators are often asked to teach outside of our content area to reading and literacy. Music educators need the tools to advocate to their administrators so that they understand what we do in the performance-based classroom directly connects with literacy goals of listening, speaking, reading, and writing, all of which occur in a music classroom.
Additionally, representation in our classrooms is limited due to many students needing remedial literacy instruction, especially for bi/multilingual students.
Join Lozada and Piña as we explore culturally responsive strategies for the general music classroom specifically targeting the strengths of our Spanish-English emergent bilingual students.
develop an understanding of the basic connections between language-based literacy and music literacy such as the connection between music aptitude and phonological awareness (Lozada, 2022), the similarities between language-based and music-based composition processes (Hansen et al., 2014), and the ability for music to serve as a vehicle for critical literacy (Beach & Bolden, 2018),
demonstrate concrete strategies tied to the national standards in music and the English Language Arts Common Core State Standards, and
create advocacy tools for including diverse student populations, especially bi/multilingual students, in the performance-based music classroom. (5-31-2023)