Dear CDSJ ASPA,
As you may know, we recently partnered with NAfME’s leadership and staff for a workgroup meeting at the NAfME National Research and Teacher Education Conference in Atlanta. Denese Odegaard, Kathy Sanz, Glenn Nierman, Mike Blakeslee and Chris Woodside joined us, along with division officers/National Executive Board members including Lance Neilson, Mike Raiber and Judy Bush (please let me know if I forgot anyone so that I may correct any omissions, which are not intentional). We had a productive dialogue about Cultural Diversity and Social Justice, centered on possible action items. Amanda, Juliet and I (along with the wonderful Karen Howard, thank you for being willing to step in, Karen) took notes during this meeting. After working through these notes over the past few weeks, we sent Denese this list of concrete action items for the National Executive Board to consider at their May meeting.
We have suggested that NAfME leadership start following the #ThisIsMusicEd, and at our meeting, we also suggested they create and curate #IWishNAfMEKnew to discuss the disconnects that teachers/students perceive between the national office/staff/officers and practicing music teachers. We encourage you (if you are one who tweets) to contribute to the dialogue in these spaces.
On another note, we are seeking presenters for webinars. Our webinars are free and made available here for free to anyone regardless of membership status. If you are interested in submitting a webinar on a topic related to Cultural Diversity and Social Justice, the call is here: http://smte.us/2018/04/23/call-for-webinars-2018/
We appreciate what we perceive as productive collaboration and look forward to continuing this momentum. Please contact us if you have ideas, questions, or concerns.
All the best,
Karen, Juliet, and Amanda
Join our Facebook Group Page: https://www.facebook.com/groups/852073408152822/
To update or correct your information on our membership page: name, institution affiliation, email, areas of interest within cultural diversity and social justice, please send an email to the facilitator (Amanda Soto – email@example.com).
Our mission statement acknowledges that the ASPA is committed to promoting a social justice perspective for music teacher education by:
- Investigating and sharing information on culturally responsive pedagogies
- Exploring and reporting on issues affecting recruitment and retention of a diverse teaching force
- Challenging current perspectives of music, musicians, and music-making through online discussions and journal publications
- Raising awareness of factors affecting equitable access to music teaching and learning through dialoguing and disseminating research among key stakeholders
Learn more about this ASPA by listening to the following audio podcast:
Michigan State University
Amanda C. Soto Texas State University firstname.lastname@example.org
Karen Salvador University of Michigan-Flint email@example.com
Register or login to your account on this site to add this group to your SMTE profile.
- Working Documents for ASPA & Individual Groups
- Announcements & Updates
- Links to External Sites for Projects
- Antiracist Classroom Posters for Music Teachers
- CDSJ Newsletter 12.12.16
- Summaries of Completed Projects
- Reading Lists
- Resource Documents
- Lesson Plans & Activities
- Links to Additional Resources
2017 – 2018 CDSJ ASPA Webinar Series
“What’s Going on in Here? “Remixing’ Music Education.”
Sarah M. Minette, M.M.E., Arizona State University, Doctoral Candidate, Minneapolis South High School Music Teacher
This webinar invites audience members inside Sarah Minette’s high school music classrooms where she is shaking things up. Inspired by the current discussions revolving around equity and access in music education, Sarah’s approach to music education is grounded in culturally responsive pedagogy. Acknowledging differences within the classroom, Sarah and her students find commonalities in their music making. This session will offer contemplations on the necessity for music educators, as well as teacher educators, to consider “what if”, “why” and “with whom” and the implications these ponderings have for the future of music education.
2016 – 2017 CDSJ ASPA Webinar Series
“Cause I Know: A Story About Race in American Music Education.”
Deejay Robinson, M.M., M.Ed., Buckingham Browne & Nichols School
Deejay Robinson’s research interests focus on the intersections of race, power, and privilege in American music education. Currently, Deejay is engaged in co-authoring a book detailing the experiences of minority music educators across the United States. He published an Open Letter to Minority Music Teachers and has two co-authored chapters to be published in the spring of 2017. He serves as an educational think-tanker for the Handel and Haydn Society and a LGBTQ curriculum writer for the Massachusetts Department of Elementary and Secondary Education. Deejay resides in Boston, Massachusetts and has degrees in vocal performance and music education.
“Culturally Responsive Teaching in Music Education: From Understanding to Application.”
Vicki R. Lind, Ph.D., Associate Professor of Music Education at the University of Arkansas at Little Rock.
Vicki R. Lind is an associate professor at the University of Arkansas in Little Rock. She holds a B.M.E and M.M.E from Wichita State University and a Ph.D. degree from the University of Arizona. Lind’s research, published in national and international journals, focuses on the issues of equity and access to high quality music education and culturally responsive teaching in music.
Constance McKoy, Ph.D., Associate Professor at the University of North Carolina Greensboro
Connie McKoy is an associate professor and Director of Undergraduate Studies in the School of Music, College of Visual and Performing Arts at The University of North Carolina at Greensboro (UNCG). She holds a B.M. degree from the Oberlin Conservatory and master’s and Ph.D. degrees in music education from UNCG. McKoy’s research, which has been published widely, focuses on the cultural competence of pre-service music teachers and culturally responsive teaching in music.
2014 – 2015 CDSJ ASPA Webinar Series
“Change the Story: Think Differently & Act Courageously”
Mackie V. Spradley, Ph.D.
Coordinator of Secondary Choral and General Music Studies, Dallas Independent School District
Tuesday, April 7, 2015, 2:00 p.m. (EST)
Description: In this webinar, Dr. Spradley will share her story of how a large metropolitan public school district took progressive acts to provide access to music education for a greater student population, particularly those marginalized. She will share strategies that proved to be successful in implementing change to engage all stakeholders in the process and how policies and practices were addressed to support a more socially just teaching and learning system. The audience will be asked to participate in the dialogue of other potential strategies could provide quality music education to all students in public schools.
“Who Counts in Music Education Scholarship”
Adam Kruse, Ph.D., Assistant Professor of Music Education
University of Illinois at Urbana-Champaign
Thursday, December 4, 2014 3:00 p.m. Eastern Time
Description: In this webinar, attendees will discuss some of the social and cultural concerns surrounding the politics of music education scholarship. In particular, the conversation will focus on issues of privileged knowledge, marginalization, and alternative publication possibilities.
Current & Future Projects
- Develop CDSJ web site with links to research, organizations and projects encompassing issues and information of interest (ongoing). Please email articles, reading lists, completed or ongoing projects, and successful teaching practices to facilitator Amanda Soto – <firstname.lastname@example.org>.
- Identify other media outlets for information including: Facebook, CDSJ blog, and NAfME website. Contact Vicki Lind <email@example.com> if interested in assisting with Facebook project.
- Discuss ways to better serve LGBT community.
- Connect with other professional organizations.
Develop cross-ASPA research projects regarding under-represented populations in K-12 music education and music teacher education (new and ongoing).
- Identify and investigate barriers to recruitment and retention of under-represented populations
- Identify and explore the practices of successful culturally responsive music teachers