Music Education, Curriculum Design, and Assessment: Imagining a More Equitable Approach

Autor/in	Mellizo, Jennifer
Titel	Music Education, Curriculum Design, and Assessment: Imagining a More Equitable Approach
Quelle	In: Music Educators Journal, 106 (2020) 4, S.57-65 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432120917188
Schlagwörter	Music Education; Equal Education; Curriculum Design; Student Diversity; Teaching Methods; Evaluation Methods; Course Content; Cultural Influences; Cultural Differences; Cultural Awareness; Skill Development; Academic Achievement; Educational Resources; Student Evaluation + Suchen Sie Ihr Suchwort? Musikerziehung; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Cultural influence; Kultureinfluss; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Bildungsmittel; Schulnote; Studentische Bewertung
Abstract	Although it is not their intent, conventional curricula may place some students at a disadvantage in school music classrooms. This article offers a practical planning strategy that music educators can use to confront and resist some of these curricular tendencies in subtle yet important ways. By reimagining long-standing norms related to content, pedagogy, and assessment, we can build a system that provides more students with access to a high-quality, equitable, and personally meaningful music education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01