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    19 views14 pages

    Teaching Music in Am Soc Chapter 1

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    Hanson, Brooke

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    © All Rights Reserved
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    Chapter | A Sociological Perspective was Wal Hor docs cology soasribus fo tacoming a mute ache? Many mnie oso sens ‘want eo tudy methodol applied as, or cher courses they perceive as providing inform: tion cht mote pactial and applicable wo rehearsal and clastooms. However, sacioly practi and drety applicable vo mac eduction. Aa avatenssof base socbloieal ate ‘table teachers to undewtnd diferene penpestve. and experiences hac eae coursed, fer ay tvolving ares admunisatos, community member ace, plitzal agenda el pate?” “The has sc wal ne ian eg iit | | ‘Seance tacit and nonce cuca expences While snp am otis hc ies snc sloea pepucie me taher conee ry of xe wees S udheoahiy heten talons sol eevee, mney ead V Mee gierhens ay iON) Ateictuenactecelpeafommentigcec. ahh mes fever decimate teens ad a inte complex wooeching Tan, U2 “ends om Yo petal an ae hs es of all mate yah! “hopur | pracna be colgial once wells theleleranceromuscehicaion. Macht thc neal wll reed sen cones throught oe chops. The as? intl mateal begins wih seas conceming foundation, role, beneis, and relationships tcflecting what eachers may belive The mater provides tional fr unrsandingseio- Icpicl Bouse within lasrooms fom which a philosophies! perpective en be formed. A tencherspllvophical belie nsocton ao ow and what nfrmaton presented and tho wil be de repent. , ‘A Rationale for Sociological Understanding wy wot ‘A sociological analysis provides educators with 2 deeper understanding and awareness of the #? jupocre chest sed teraction nihinedetcralcsinge Tes ntconne of Infomed deen making and change in edeaton institutions, Examining cal foundains| oes eacher rove a fronderpenpecive about themeles, he word in which they tech, ethow dheyfe na that weld, Many social ctor ifaence whot, who, at how individu each ape sutscquenty fet thei pesophicl belies For example, many mise elation tino Ii view themselves ae performen, not educatas (Grehlch, 2007; Frohlich & “ Roy 1985; Foci & Smith 2017: LRoy 1963 Madsen & Kelly 200; Raters, 1981, 2000). Hw nights inital perpctve fluence a zohingplalesorbyCan muse educators ef vale be buh formers and eocher! et Veh we oy Jorden to aftr N Otteaeaby 2 settee Massed bute bs ogee Funirmore, ticherincesngy sedan arene of ow pola nd soc sues ee sae with edcation Fortune, wh efoto pols ch the Every Suen Succes ‘ts Indias th Dabs Elven Act raat mandnted eng have on msc a ‘kipaton and euriclr developmen? How do socal uc sich rsh lence, era Freeney. religous eam inlenee choo msi curs and the role ms ay hae dresing theses! Other cull forma ncn each nclades knoe seydent ap scioeconome tar nes ith dali gender scion, ond cs ef iemgaton on econ cans Thess sues oy nonce he Sliver soe ton thy alo ae noninsetiona aspects of aching (Wadd, 203). er explo. le sch stant res coder re fr prlpating msc canbe immed eles on Sow sens eactr the een they parte nase cases “A need fotencherstofven ileal undesaningicppedio mos sae dgaaners sf edcntion son th Une Sas Bente recog destin ean intact ene fuprisieg th many ste eacher erenon ext contin # stone reopen empha (Henny 2005; Spring, 2006). Teacher erieton exams fen rege iowlte of ctr divest schasthe eee frail gender expectations, che infec of erase eam ng and the fe of lecononic tu cn ol Gop ey oton nase td seademic achievement Seng, 208). Cloom te uch serene emi eons Inet mtating des, ond aseing ser peromapie inured bya tra elie on eae cron soar AShnal tps fewest aes ae inayinflence archers ede, afore des, and prope stdeneacer intercon (Cone, 200; Wall, 1965. in demonstrating» broader atonal pronpcive, the need for understanding sail pecs eftedn the Natal Cae Ars Snare Satna Asean or Mase Eee ton 2014) Tn promering the ara connector the andar sote“Undcrsanding artwork ‘roves mismo indhals own and oe cules ad sees, whle ao ponding pporunies to acces exres, and negate reaning neem» sont) of content art {Rete Anceiation fr Mie Elsa, 104.10) Fuhemor testa sehnan se these spec of me econ by singin Anchor Sendai cht ms edie. tion shoal be able o "Rene aise Het and woke with sole, eal, ad hate Conexto deepen untersanng” (Neral Asan er Mase Edson, 2014) Fndmentl. hel in muse edvstion slats theinacion an, people dnd culture i a ection sting The neato of cad til cnoponent ca be sen evoushout ison. The foundation ay be decovered in cent Grech ceons where soll spect of edacrtonguined tough developing the mid, body and soul were son wari lded ine in which knowledge wa seta ran PRRAT be contre) ede order fo conte so sala, Mase was chrsed fre sly to develop the human soul and prepare csr igor aod within sey. The win of Pe (389) feleved muse helped 0 chic humsne and ar eel to he ue in sot Plo laced peacinporaneeraserining oat seal ORGS tod develop mel havior Morerecent U.S. Peet Rorld Regen ote, “The es and Hunan ach who we ate and ne can Tey le at the very oreo the resi we mc or” (ork, 2008 0) a ~ Dept a apgaetimporance fr socks morenens me teaches may oot ele thelnsenc of his epee en eching Fer mune teacher ining propo ier aight tno soc ors ht asec sucha (0) RODE wale MISE cull ae od Bit Ei oe (i nce seas Kan Son anor timp ee, uur vals om the sence ond) det cORMnisrand eds aise dc pit t LNs i apd lguope conic iStaahe sod expec holdys celebration: Sciintesevonse2 Et pecspecive ine Sd mil aprons stakratee dy oft Beoahte of a Soc + Espace Makes beer Helps cache Assis each fective. + Falpsto con + Felpsteche Sociology and | Ieisdiiae to imag see irate in sch enced withthe 2012) Lesmingin se sca componen Shaman interaction Fnch pera seho sy ofinerction re famlytacground. Socelogss ar int life gener An underzandingeschir 2 Formal prces nv Senay evaving ene Ppoeeschlved ora the dane ee brn 3 ssdivere asthe el mars ave de cape Chin 2002 Valine: ronmentourfntsche lieing nerceing Socilogis view ofknoredge rts 8 rent helping aden pd setlist Every Seidene Suceeds sing have on mie pa. ‘hool wanes eecnage emusic may have fn ‘nclodet knowledge of ‘citon andthe fats ‘the delivery of stv (005). For example, pale veda fon amas sate depareents vg sciloglesl emphasis, € knowledge of cultural *ofseecepeson learn aio ate cies ae fe leasing environ Fed esol etot ate tele social ctr that centheacher interactions Sersanding ocologial on for Mie Eda: ‘Understanding aor style ao providing egy of conuene ates? tebe sands acknowl- nil charms eden alr nd histone cation, 2014) tacton of asi, people al eomponens can be lent Greek evisaions vy body and soul were ton was cled inthe [BigT abe considered S ability wo develop the ings of Par (1995) ‘tees sore Pao “lus and develop moral ‘wand humanities each sure oF which we ae reaches may no else ‘apres ofr night “Beet cal bacle Anrsymlis diferent cational titer, dre, A Sociological Perspeceve 3 ‘und languages considered normal by students, yet very unfamiliar to the teacher. Much af wha ~ \Staugh and experianced in muse elaurpom elect he comunity the school serve, such os holds esebratonr and ceremonies, mont and civic ales, andeltyalunetandngs These social neratons an afc duc aional expectations and experince By ncuting sco cal perspective In teacher ainingcueula, music teaches ean betel implement isrutona ana musical approaches thar iterelae schol muse wit community mist experiences, ths making the sy af mace more meaning and eleva. Benefits of» Socolgial Pespectve for Music Beato | = Explains the restionhip of mi to diferent curl poles of view + Makes beer connections of min nthe schools o mus in society 1 Hips eochers co undersand and relate o rent from diferent backgrounds and perspectives 1+ Ass teachers in developing inscuctional and rehemal atl become ore sficive + Hilps to connect school muse pogo school and communigy expectations and + Hodge wachers bese understand ther len fucational processes, Sociology and Education Ieisfieuloimagie asociery withou some stem of education. No surprisingly sciloges are incre in school environments and indus within edaeation, They are specially onceed with the ieractions of people within edstionalsrucrrs (Ballantine & Spade 2012) Learning in schools easel roee ths rl fn sur and intervie ara social eamponens(Reledge, Cohen Vag, OskomeVogsh, & Roberts 1015), Tnching ‘human interaction experienced in many vemis Including tus class, allay ding lunch period a school fol ges or dances, and en school base. Understanding the dive sy of tnratinsrqules knowledge fell variance ncoing an avers of tudes faa tackground, musical iceres,expecracins, and previous musi experiences Socolopits ae trereed in eamlogexperenes of al pes beste of uation’ ration lien gener An undentanding of oct acl inlet has ays Been important to understanding eohing nnd leaing pocases (McCarthy, 2002). Edenton is equcrlconided | formal proces involving individ atending aru school, However, cdction aco scanty evolving ene refecing pepe changes in soi Suber ebiation et hisong proces achieved formal a informally in many ferent manne nd places Or ston bein ‘he dy we ae For and ends the dy we die Experiences berween Kh ad death make each oe ss dere asthe stators ar peopl we encoantr throughout ou liv. Because of ar dvesy ‘naman have the epi lea al dhe tame any sing td in lie manners (Glick (Chi, 202; Vine, 1989). Our parents or paral gts, re at echo, cur home en ‘onment oi hol Sblngs and pee ae or fi claumates We lam by watching ethers ae ltsening: neacing wi he woe round Seciolgis view formal education as dhe soci ination that guider a sclty'tanssion ofknowedge cts members. From a social penpecie education may center on sel develop ‘ment helping student to engage and fncton sueceatly in soir. For example chilton pyr Ly vi how Few Wiad ma eanblersre scan oppor fr eaching trl nore, Jeu le ht tl wo sie ale bce wae wife de word an be fom ther chilies worlds (ce Photo Pg 1). Education hlp hilen cniene diferenes and ‘Mectivaly cope with iene cultural expeeions such as gender roles, ae relipon geographic ference language, and other earl views (Colla & Chin, 2002; Swit 1976). (Gebel, cao a vil pare fever socey including indus snd nonin com mnie, tual and urban setsing ard erate and nonlerate cultures Behavior involved Ia teaching and leasing ae socal penomena infvnced by varius clea exgectaions, Conse quently, fueation serve diferent purpses based on sell and cultural standards nd expect ‘lou While edvtion nay serve dMerantprpore cereal tvs the ie inti nl sscoes to wanaica ide range of cour nowfedge apd sll oder tobe ces, sociology and | Msc ehcsion ac fal vaabes Each (our inandowt (feeahing Each ea ‘hongingeleurl ctl phenomener patching ech see Leoming music re cognitive peor ugh forma sso reeachan pre sages We lear out rag our homes equenly nee Havingasecalpe schestorsnber Asin ection, the sandadsand exe ‘on mui edocs foc tndivihals ob sides fnetion “Teaching stl social perspective, foundations The ‘erin, ornicn 1997) Asparearee conaining gece philosophy. These beings ty seeking sede el divorce, the meds (asin, 1985) ther world an be rom, onfon difeenses ant age eliion, georaphic Sif 1970), Ite nihil cont ‘= Behavior invcied in tal expetations Conse sTstandarde depot tthe tame fnesen all Her oe suce A Sociological Perspect 5 Sociology and Music Education Mase education abo involves human incractins influenced by a vay of evershanging a ror variables. Ech petions musical edvation is made of muliple and divene expenenct ‘caring nad ouof ceo (Campbell, 2004 jaf, 2004, 2006). Divescexperences pt coftesching. Each eacheriscontinuousy shaped constant interactions with dents and ere ‘hargageuleral viable nique teach chook Conquer, ndertanding that caching ‘socal phenomenon help cent contextin which wornation can bedeliveredin sigue ways ‘wachingeach student (Foehlich & Smith 2017) arming music refes a soil perpective involving the development and interactions of cognitive, ayehomotr ad affective scl ils, Concept fm nsction vey readin furseiey os rus exe informally and formally While mony may chink leaning ees ‘hroagh formal lesions, our st murs Ison begin informally ln ote envsoment Aso fase aches, parents nrodue us to muse, and our homes re quently otf performace sag We learn our fest masa values, including out renee of musical peference ane aly, {hrogh our homes and famlies (Gordon, 197; LeBane, 1982). Theis informal expences freqcly influence us o parse (or not to purse) muse in 8 more dona formal cho Hiving soil perspecsive enables music eduestors co recogni they fce the same challenges ccstrs inher subjects confon, nluding: ecenporey——seebaavor: ‘notpaton bedecindeg securely soa lence egy pasicy schovonane cine ‘Asin ecation, the oof music education is pepe changing sfeting evolving cull ‘andar ond expecatins lncling the aust within societies Alo, ime o general flo musc education’ een purpove io anamica vary of cultural sills and knowlege for individuals to be successl in sci. Pehaps mise edueeions primary galt enable sade farction masialy a very mscaly dives worl Sociological Basics “Teaching i social proces reflective ofthe ast base scioloial principle. Te aprecot 2 soci penpective tis importa for teaches co begin with bse scilogialpisipessxd Founiations. The wy of sociology may be defined athe setemati suf of human behav, isos, organisation, nattutions andthe general deelopmencof human city (Maciony 1997), Aspurtofthe cial sciences ike muse education), socolgy tan incerdsilinary Sonbining aspects of eer sade including ppcholoy, biology, atwopolgy history, and hip. Thee feds coneribute to socotogis having a beter undentaning of human 'eing by seeking anses to questions invaving the development and nuances ple ch 1 siden, seleoncepe, racial ineractions, elon, speioeconomc stat, ang and divoce, the media and technology. gender, eins, edoaton, and muse experi (Valine, 1985), Sociologists study human inerations in evenday occurences wherever chey ae found inloding neighborhood sets, workplaces, pesons, shopping mall, homes chaste, eee ational aziits, cancer alls, and schools (Mactonis, 1997, They are carious atout how social ore is derived svaughondinary human bchavio. Tica press pent hal lenge. as human being every unpredictable duero their constant changing havo, which ‘influenced by aval factors For example the me ody can influence sade ten tion and behavioy, which my be diferenc i the moming than warbler lunch. Behavior may chang again js after lunch and agatn minutes bore the en of che school day. Thereore leaming canbe influenced by diferent psids daring the day and sees within tho ey (Other sei lated factors infoencing stadentsinclae thet sleep received, whether ‘hey have practiced or completed homework, they have hod breakfast, they ave had Aistgretmene witha fend or other leacher or the excitement fn upcoming spor or musi series Sociology stems to addres she challenge of mull influences by approaching human behavior fom broad concert. Ie o explain human soiees no by universal rules bt ‘ore by concextual parameters highlighted by ee uniqueness each socey and ts elates (acini, 1997; Viner, 1989). The considerable vant of crue soll ah cultura hare ‘celtics affecting humans has made cology an inexact scence with few sbclute answer. ‘Asa rel, ociologleal researchers look for ends and obectivegeneraieions ater than steals Society Seeks study human societies A society may be defined ea community of people having common rations, beavis, vals, Bel and teres (Mion 197) The weed common is ey. ver society comple in that es compre of many siferent iaitutions structre, and inlvduals, yet commonalities ex Fulcher & Scot, 2011. The United Sts acter) that, while reflecting vere characterises, compe of oma tats that interact onthe. Among out commonalities include a love of democracy and feed, an underzanding of gv" ‘mimenca setae and laws, a bliin caplalism ee the opportniy cake oneself cially beter, and an underanding of American symbole such at the fg, the Pledge of Allegince and music such a Anarca My Cary, Ts of Ts, Amer ihe Bena, nd the SisrSpmgld Boner. These symbols repreene common chases many inivals ‘consider co be “American.” However, symbols of America canbe interpreted very flere. Tedvituas om Miam ay perceive symbols of Amerie fleet fom chiens n Kansas ty or Seale. Consequently, iional symbol ae not she sole representations ofAmerican, a6 ‘many diveseproupsof people compe ou soi, ‘Catal varie n or county fine sociologts ot challenges many tive in ‘our sori: Sociologists state thet sno universally accepted dlnion of society (Mocions 1997). A cin sas unique a diverse a ts member and tht chorctre very apparent in Arian sce For example, "Whats an Armencan Thea any repost ths _qustin bye atsalt resolution Historically the United Seats fon boon comprised Native Americans but aloof irmigrans om around the wold, Indiv came anid ited ht tations behavior des, language, mu, and oer Heaps to live they crsomeane each, conerpof what it istobe item i the United Sater One fis sls was viewed as neces sar farina srengh. Tas aproath known athe weltingpo concep, where inivsuls would meld opether thei behaviors, values, atte, even langage, musi, and rest orm 8 ingle view of America (Goodenough, 1957), However around eh to our Thepowing 1S Chin, 2002; Goce State they desied co these india wan ‘howeteriaten and Concept tecane know aceptance of eiferet ‘aloes ar well url Torsandvalesconsie (Oakes & Lipton, 1999 However embracing ‘Cena epoch lee one foeigncbom Furthermore, che U United tae wll sor 2038. This demogrp ‘Americans in our se ‘According othe Co has enused great cone tern Minnesota at the datscrs schoo mong the commmunit nia Characters of sales not only fle. son, and ages but ao ‘pment, elEconcepe 2 thacthe umber fsa fetid om 1973 ro 2 In 2014 the percentage ‘whe wa shan 50 Increased fom 19 0 2 Inde United Snes we (Lee, 2014). With 30 constitutes United Sat, ‘muchas cased pet Seeron American inthe American way Ata the melting pot pe concep ofthe Unwed ‘entsented Coreure Diver asl cente cocthought Diference and may be though oh exoserthey te fund tines churches, rece sre cuow asic how eens get chal Irn charg which ence eae nen feline Bohriormay ‘school day Therefore, ies within tae slep recived wherer Beri hey hare had 9 Singer msl by sprecahlng buna by universal ules but tosis and sears ‘cial and ela char few absolute snavers- cralations rater than uni of people ting 987), The word conn Einsiulons, sete, Sled Sites sa cee) igthaioterae opt. bb undentanding ef poe ‘comake oneelfna he tg, the “Plelge of mere he Boil, rd tice many idiuals preted very dflrenty mittens in Kans City Shon of “Arerci,” 3 ages many indian nota soley (Mion, any esponcst tis deencompraed of Mie tmeand smal thle then orsomecne cle, {seo vas viewed ares” incep, where ind idals noid dese oform 2 Howeveh around the fre 1950s a change in how many individuals viewed ouocety began ‘ooccut The rowing nuber of diferent groups altri how our socecy wa viewed (Collrick Chinn, 2002; Goodenough, 1987). Though immigrants continued to come to the United State, they dosed eo maineia hel native editions, vals, dss, language, ed ni Sil these individuals wanted ro be United Sate cece. They valued American Mesa, characteris, and behaves; however, they wanted to maintain ther native easton THs ‘concept became known at paral society (Goodenough, 1987). Pluralism veeopnes the Scceptance of diferences among various groups, while incorporsting traditional American ‘alos az wel, Ourpluraliisoiery embraced diversi even expanding characte hay lersandvaluetconidered “American” by many indus ourourey (Barks x Bak, 2001; ake & Lipton, 199). However embracing diversity has not always ben met with ppeoval. Fr example, The US. (Cena epred that by 2010, | in hen undo the ag of IB nthe United States a a less one oe bor paren (US. Censs Buea, 2010), Furthermore, the U.S. Censs Berens (2013) predicted she international gration toe nied Seates wl surpass natural bith nerease this country sometime becween 2027 and 2038, This demographic shift i resulting inthe historical influence ofthe role of white ‘Americans in our seieey eo end ss other acal populations increase (Ross & Bell 2014) ‘According ro the Counell on Foreign Relations (Lee, 2013), this perceived los of power is caused great concern and unrett in many gate ofthe county In 2014, on school di ‘et in Minnesota attempted to redraw school soning lines ta erate mote diversiy within * the diets sehool, The reiting bid reculted In cromendoas anger and resentment ‘mong the community, forcing many school board members to resign (Toppa SOverbers 01a) CCharcersice of cen vet will become even more evident in school estooms 2s stents not nly eflecrdifeences i ace, gender, ethnic sea es language bli, ee pons and ages bt alo in attides,mocration, dese, seal, cognkve and emia devel. fenen el-coneopt and slsteom, and musi inert For example, Dillon (208) repored ‘forthe number ofsuadons ofeolrin US pub schoolsrew fom 2243 prcenina 30st ptiod ftom 1973 2004. The Nationsl Center for Eduction Sess (20174) repaed that {n2014 the percentage ofsadansevlledin publ cemenary nd secondary chooks who were sti wees than 0 parent fo the it ne. In cont, the paceaage af Hipani stents Increased fom 19 0 25 percent daring the sme period Another report indicated that schools inthe Unieed Sarr were preparing each upto 50,000 ne migrant tudes aha year alone (Loe, 2014), Wich 10 many difeene groupe of people, rerling in » vane of views of what contitts Unite Sater society, debates oer vals es ngage, bhavir res and even ‘nae sete eat este song uur plain Tee dette hve had weeds tee on Amerie esuaton tecaue or vcety views ichaolsasthe peice souree of tanieg Inche American way of le (Banks, 2001), Thus dichotomy aed debate exis berween pram tnd the melding pe epee tha oe place schools inthe middle eating wich societal Sens he United Ss hud be gh and whch es ihn a cone Sold be Cutture Diverse sly cates on diferent groups of people who share some form of behavior ‘thought. Dileree groupe of people within a ocety are Known a ule (Erb, 2001) and may be thought of ay subsets of sociery- A eulure ss group of people who share away of BA Secitogeal Perspective ‘Me (Gollnick & Chinn, 2002). Everyone asa eltre and isa ember oft east one ules {group A person culture determines how the individalpercives, believes evalate, ad [behaves in soci, explaining why all societies have divere thinking and behaviors Thur soclolgel viewof Iie, incladg mas, that “enuy iin the eyes ofthe beoldec™ Wise is considered “good” can ony be evaluated tothe extent tt the properties ae family and ‘understood in tit prtiular culture. Subeqsently, culture eveines many of eu havin nd expectations Like cere, culkures include common characteris inhaling belie, values, havin, tnd materials posesions that incerat together. Culere are created by hirans and ate rot jenetc but rather learned chough interactions with ae members ofthat cata (Maco nis, 1997). Through cular, humane lesn accepted ways of dressings language alg, family, eeonemies, and even muse. Sine humane create thei culture, these charset les are consul changing ro reflect siting ides nd nesds, Thus, cuter contues to the plural zoncep of eur saciety chroagh i diverse interactions (Golick & Chien, 200), ur society is omprica of numerous curl groups, some sir, sme very fered eral cotstutirg oa concept of American india sofen 2 member of mutpe cal ‘oral groups. Fer sample, an indidal ean bean adlecent,Afican-Amercan, Cathal, living a middleclass socioeconomic ats and plying tuba in the public school bad Each troup repesentdha sown norms, which are curl expectation, behovioy aad stiuces Including behaviors dress anguoge argon, belie and musieal interes Nos hep detemn ye ‘how people within culture think and behave (Fulcher & Scott, 2011), Individuals adap ‘thelr desired clr noms inorder to be aecepted ad succesful wich ober within tha ea. ture. Behavioral nems ae scionsor events kno a foloaye (Maciony, 1997, Folkways re Ishavios not reired by 2 group bot expected. In msi, orchestra ments sanding se ‘concertmaster or cndoetor walls onto sage san example ofall. As people move es, fone cultural rouptoaneher, an individuals norms change ores the expcted characters ‘es For example college students vespanddilfeenly wo» lectute-siyle ls than to an eset be and chen al iferenely fam a prone lesan setting co how they inert with ern the end of che day Thus, humans are secepted and ean succetily fantom within mule ula stings As we move fom one ular to another, we become proficient bahay, ‘aking snd hiskng diferenly xo met the expeced norms of ech pup. Peope who do fot meet cular soms ate considered abnormal pd countularal (Ranke & Rank. 20, alsin 1999) They have diffu inersctng with members of an exiting cule and a search fr a group hae shares dei cult eal. Societies are usally comprised of ay extues and are therefore known 9s mula societies (Goodenough, 1987)-A multcleral sce a society encompasig any aos vaysof if tha blend (and someres clash) rgether in ordinary Me. De ro the diver of ts populaon the United States (and moe other countries well) is considered mull society (Goodenargh, 1987). Mulcltrlsm snot confined to diferences ved on ace, eh icity or geograhe loan, Lik any culkre, micas inclaes ace and ey bt bo echercomoefaion sch as interests, ables, eadtons, language, eign, family ie, ‘ccuption, economics and muse. Consequent, multiculturalism 9 normal huaan cape ence and indeed isrepeesenedin every America clasroom, Ie isan indir tht inves srediferent beau they patiegae in mare than one culture. Thay ll aang ae fete ‘mulcultrl, Maliculralism i ao rue musta. Dien cura group have diferent ‘muieal expecta and sandan. Sounds defined by one grou at” muse may be eo sidered noise by anather Coneoanly our salty isnac only mulcakrek we aes byway of eu mseslvalien, | ‘ees com snd inert 90 members Matin soe lie cy cedldnal Amer Malta oe sometimes clash) | ‘Multicultural Ede. Because ou tes cultural edoetion $* Incorporates oFthise the socal and behav (pn). Mallat for clasrcom ite’ rmulcleralxpesiee the leming races E 1 reguiemer (Bake bal (a) butd accep ultra pereties fences (Callaek & C1 Malu doe: defines maak "Be music cuviclem ‘muse cet, net ‘America palit vill encounr multe (eka, 201). Cone siveclasroor (Abt, ‘ect anita aves ‘ace, gender lpn (Carptel, 2004; Fut scof atleast one curl Telieves, evaluat, and ¢and behaviors Thus, = Fofhebaholdec" Whee pets ae familiar and sfmany of oe behaviors belies values, behavior, ‘hy humana and are noe cof chat ealtare (Macio- sng, laaguage eigion, ture, dere characte ht culture contributes as (Gollnick& Chinn, seme very fren, and rember o mug eu sar-Amerian, Cahalie, publi schol Lr. Each "having and ates ‘Norns lp deermine 1), nid dope to others within that cae is 1997). Flkwaysare rember sanding a the 2 As people move from the expected characte ‘clas han oan ensem- interact with ends at funeson within muepe ‘proicene at behaving, pov. People who do 1 (Banks & Banks, 2001; etting culture and must + know a mula omgasing macy various Dac tothe diversity of sidered» mull rence aed on mee, th Sesrace and eth but sss ein fal {adler things ‘ll humans re na senee ral groups have diferent fe my ton A SoilogelPerpecuve 9 Sociologia Basis Sadolag-—the eycemace study of human behavior chrough the sea of human ‘Sacity—a communi of people having common triton, bakavioes, als, bl, snd inrrots no unianal defnition of sci, a soles are unique, as ae thet members Meling ot sxery—individuals meld together behavos, vals, ates, even lan age, mate, onl des to form a singe view of America ‘halite scyaceprance of cferences among varios poup, while icorpertng trdiioal American vluns well: enbres diversity ‘Cutare—a goup of people who share away of, inching bebe, tains rls, snd posssions + Sater of sociery 1 Consanly changing (Created by humans ‘+ Masc is an important part fen eure Male scie a society encompassing many varios ways of lif hac le! (and somerims clash) roger in orinary We ‘Multicultural Education Because our socey i micro ar vr shools. Bank and Banks (200) defined mls alr elucaion aa ied of sdy designed to increas educational equ fr all sens that tocorponstes, fr thi purpose content, concep principles. theories, ar pdms ra hor the socal and behav seienes, and particulary fom ethae tudes and women’ studies” (pn). Mabcalurlelucation ia seatgy dt use aden cultural backgrounds the bass fo clastoom insti and cuiclu (Banks & Bank, 2001). Howeve, achieving a tue ‘mulcularal experience in American schools so easy ast lncorpraing ders thoughout the learing proces by developing cuicula tha reflects Areca cial and eho versity 4 requemen (Banks & Banks, 2001) Malealural eduction seks to achieve fo peinary {gals (3) bl scceprnce of other cures, () eliminate dsiminaion, (e) teach erent ural pogpecives snd () teach suaent to view dlr wold om dering fame of ele ences (Collie & Chin, 2002) “Malcaural edgestion extends to musi teaching nd opportunites fe students. sk (1998) lines tla msc education a "dhe teaching ofs bro petra of mn ere 8 the msi carcln, rinaiy ced om ethnoculua characteris” (p.4. Consequently Ive extn method book, reper and oer mater sl have Become more isanve oF “Arveia praise solr) (Walter, 2018). In aewentyfse-cenury muse clas, eve teacher Wall encounter matical tht difer towne extent fom thle own culewal be round (MeKoy, 2013) Cosdeting the cle of sade culture will ele in ore cll respon tte claoom (Ati 2013). Taina reaching mui hasbeen ted on Wester Europes musk perpectve. Asche American soley has undergone a more pluralistic campestion, Festa haresouge ince dey fal png at nel iy Fe, gende, religion, smal orienatlon, special neds and age among che call grows {Cerpbel 200; Fong, 1995; Klly & VanWeelden, 296) New atetnes toward mre diverse 10_A Sociol Perspecthe muse experiences and clewlyrspasive teaching have ler the incision of tek nd all ensembles, werd musi ensembles, stel dn bard pope! chots, matic by nomen composes ‘mariachi band midi ensembles and file groups among the innovative cru being fered to sadenes (Balan, 2012; Heke, 2016; Kelly & VanWeellen, 2004; Walter, 2018). fee not surprising thacsome resach uggs that a more dive shoo! musi curicula helps tones connec chool misc so musi ouside ofthe clastoom (Hofiman, 201; Kell McHale, 2013s, 20134; Kane, 2011; Shaw, 2012). Mulsiculialedueation, incloding multeultural music edcaton, scontovesl in out

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