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Classroom Practice/Program

Diversity, Equity, and Inclusion in the

General Music Classroom and Beyond

By Valerie Vinnard

As an educator, I appreciate learning and sharing with colleagues.
I enjoy collaborating with educators, going to conferences, and
reading educational articles. My students have benefited from the
information and lessons learned. In participating in these activities,
I have had time to reflect on my own teaching and have come away
with some music educator “tips for teachers” from which others
may benefit.
As an elementary general music educator, I (a) engage students
in a student-centered approach to music education that focuses
on culturally relevant/responsive pedagogy at its core; (b) foster
social-emotional learning in the lessons; and (c) offer differentiated
teaching techniques for general education pupils as well as for
students with disabilities. Educators are interested in best practices
for their learners. Here are some tips for teachers that I have learned.
These teacher tips can be helpful to teachers in any subject or grade
Valerie Vinnard level in the United States and internationally.
Student-Centered Approach

One aspect that helps make me an effective teacher is that I work extremely hard for my students in
a student-centered approach. I realize that students come from diverse backgrounds and learning levels:
Some students may be more auditory learners, whereas others may benefit from more visual and/or bodily-
kinesthetic music instruction. With strong knowledge of my students, I make great efforts to provide
instruction that meets the varied needs and interests of the learners. For example, I supplement my music
instruction budget with various grants for materials for the classroom, live music performances, and field
trips. These materials for the classroom, field trips, and live performances offer students unique enrichment
experiences that bring our music books, audio recordings, and electronic music materials to life.
These grants also show students how much I care about their learning in trying to invent valuable
social-emotional learning activities for them. Working hard for learners in turn fosters a sense of student
respect, appreciation, inspiration, belonging, and trust in the classroom that leads to better learning
outcomes. I have noticed students become more focused, attentive, and cooperative in class when offered
these enrichment learning opportunities.
Thus, one teacher tip is for educators to write grants to garner support for their learners and scholars.
One grant opportunity could be “DonorsChoose” (www.DonorsChoose.org), which is a United States-
based nonprofit organization that allows individuals to donate directly to public school classroom
projects grants These grants are readily available for teachers in any grade level and subject area. If the
DonorsChoose grant is not an option, teachers may consider asking parent/teacher association boosters to
fund a classroom project, and/or teachers may create fundraiser opportunities for students.
As an educator, I use culturally relevant/responsive and sustaining pedagogy in my instruction
by focusing on the diverse backgrounds of the students represented in each of my classes. Culturally
responsive pedagogy is a student-centered approach to teaching in which each student’s unique cultural

Collegial Exchange · 37