In my current furthering education class “The Place of Music in the 21st Century Education,” we are primarily the possible roles of technology in the classroom.
I teach 1st and 2nd grade music, and so I will apply my thoughts to the pedagogical age group that applies to me.
Like the educator Richard Gill in the last video of the module, I view early music education as an incredibly explorative time. The time in which kids should be building the blocks of a lifetime relationship with music. It’s also for me the time where we inspire a child’s own positive relationship with music, which sets them up for the intrinsic motivation that will be necessary for them to become “better” as they get older. My personal educational philosophy is revolves around the principles of multiculturalism, and so I think it is important that kids learn many different models of music. Not only the folk music of where we live (Switzerland) but the music which their lives revolve around. This of course includes pop music, but also music from each individual child’s personal world view. At my school we have many immigrant students, and I try to get at least one song from every culture possible in our classroom represented. This is to try and go against a culture where students feel they “need to hide who they are because of fear that their “difference” makes them wrong.(*)” It also allows them to feel connected what they listen to in their day to day lives without someone barking at them that popular music is not of value. It absolutely is.
In my educational world, we are mostly looking at Larger Objectives for students, and the refining comes as the student grows older.
*Integrating multiculturalism in education for the 2020 classroom: Moving beyond the “melting pot” of festivals and recognition months.
Kamshia Childs , (College of Education, Texas Southern University, Houston, Texas, USA)