Diversity, Equity, and Inclusion Practices and Policies in the Music Classroom and

School Reflections

In my placement, I have observed effective practices in terms of promoting diversity,

equity, and inclusion. At the beginning of class for every grade, except Kindergarten and 1st, my

cooperating teacher highlights music from diverse musicians and cultures around the world.

While I have been here, there has been music from China, Kenya, Vietnam, Mali, Gospel music,

and Hip Hop. The kids are able to reflect on the music by asking questions and giving things

they notice about the music (typically what instruments they hear, what language they think they

hear, etc.) They are always very respectful of the music and culture, and enjoy exploring music

outside of what they normally hear. It is an amazing bonus when we play music a kid knows or

from their culture and they are able to feel seen in the classroom.

One of our classes is an adaptive music class with kids who have multiple disabilities

come and have their own class. Those kids also come with their homeroom class to all the

specials to participate with their peers. They come with an assistant, so they are included to their

fullest ability with some help. This has been a very eye opening experience to how inclusion

looks and works in the elementary classroom. Another example is through how we present our

lessons. For example, around Valentine’s Day we did some activities having to do with

friendship and love. In my plan for a class, I used the word “holiday.” My teacher reminded me

that some of the students do not celebrate holidays because of their religions. This was

something I did not even consider, and I’m so glad she was there to catch that. I definitely didn’t

want those kids to feel uncomfortable or feel like they could not participate, so I changed my

wording to be inclusive of religious beliefs.

 Some ways I have noticed equity in the classroom is through language choices.

Harrisonburg City schools has a very large ESL student population, and Stone Spring is no

exception. The kids do a really great job adapting and following their peers when we’re doing

activities, but my cooperating teacher will also give some instructions or directions in Spanish if

she knows how to say it. I have seen how much of a difference this makes with kids’ focus, as

well as increases their ability to be successful. Along with this, using lots of nonverbal cues and

gestures, and using visual aides, can go a long way in allowing students to feel more

comfortable.