Equity in Music Education: Dismantling Racism through Supportive Feedback in the Music Classroom

Autor/inn/en	Kelley, Jamey; Nussbaum, Kelsey
Titel	Equity in Music Education: Dismantling Racism through Supportive Feedback in the Music Classroom
Quelle	In: Music Educators Journal, 109 (2023) 4, S.58-60 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/00274321231179308
Schlagwörter	Music Education; Racism; Feedback (Response); Minority Group Students; Music Teachers; Teacher Student Relationship; Interpersonal Communication + Suchen Sie Ihr Suchwort? Musikerziehung; Rassismus; Music; Teacher; Teachers; Musiklehrer; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonale Kommunikation
Abstract	One of the most influential factors in student musical development is feedback. Teachers must think deeply about how to shape their communication with students to provide feedback that can promote student growth while minimizing discouragement and disengagement. Special care needs to be taken when providing feedback to historically marginalized students, who may be skeptical of feedback from instructors for various reasons. In this article, the authors discuss key elements of effective feedback in music education and provide guidance on structure, delivery, and frequency of feedback in the music classroom in ways that diminish implicit bias and promote individual musicianship. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01