Ryan Lofland
Pronouns: He/Him
Research Mentor(s): Colleen Conway
Research Mentor School/College/Department: Music Education / Music
Program:
Authors: Colleen Conway, Ryan Lofland
Session: Session 6: 3:40 pm – 4:30 pm
Poster: 5
Abstract
In recent years, there has been a shift in P-12 music education from the traditional aspects of classroom management to culturally responsive and trauma-informed pedagogy. In past literature, it suggests that the majority of classroom management with music educators is based on the on task/off task behavior of the students. With differences in sociocultural identity and lived experiences within students, this may pose a barrier in past traditional approaches to classroom management. Framing preservice music education students with training on having a more culturally responsive and trauma informed lens within their teaching will result in teachers having more confidence and better understanding on how to create a more open classroom environment. With this study, we are examining 3 university music education programs that have updated their curriculum to focus on more culturally responsive and trauma informed pedagogy. Observed in this study were current course syllabi, university department websites, and interviewed faculty and current student teachers/recent graduates from these universities. As part of this project, I was able to interview 5 current student teachers/recent graduates on how their curricular experiences helped prepare them for their student teaching and first year teaching experiences. With teachers having a more broader understanding of cultural differences within their population of students in their classroom, teachers will be able to have a more connective relationship with their students, therefore creating a more collaborative and cohesive classroom environment for both the teacher and students
