Logan Blatt

MUED 480 – Block 1

October 13, 2022

Diversity, Equity, and Inclusion in the Music Classroom

In my elementary school placement, I have witnessed a multitude of ways in which

students are positively impacted by the recognition of diversity, as well as implementation of

equitable and inclusive practices in the music classroom. I have primarily recognized this in the

culture of the classroom, the integration of diversity and inclusion in lessons, and the

implementation of IEP and 504 plans wherever applicable.

The culture in this school is one where students of every background are welcomed with

open arms. With such a diverse area surrounding the school, students from various cultures and

socio-economic backgrounds gather in a room that celebrates everything that the students have

to offer. Because of its incredible diversity, students and teachers work equally to bring forth

their own perspective and understanding of every culture, and the students are open to learning

more about cultures unfamiliar to them. When our lessons integrate music that students may be

familiar with, they are invited to share their own experiences with the music and the culture

surrounding it. The most prominent example of this representation comes from International

Night, an event hosted by the “specials” teachers (music, art, physical education, etc) that

celebrated family diversity. Activities at this event included a Polynesian dance lesson, games

and activities from multiple cultures, and a large potluck with food brought by students’

families. The administration of this school also goes above and beyond to support these ideas,

and their primary focus is on student representation.

In our music room, students are frequently exposed to music in multiple languages and

from multiple cultures. Spanish is a common language to sing, especially in younger grade

levels. In the 4th and 5th grade choirs, repertoire such as “Amavolovolo” is taught with its

historical significance at the forefront. In my own time at the school, 5 th grade was exploring a
multi-week unit surrounding American Music; songs from Native American, African-American,

Latin-American, and other backgrounds are represented equally and enthusiastically. When I

would teach songs in Spanish, ESL students were asked to provide translations for words that I

may not have been familiar with; for example, Kindergarten students would give me the Spanish

word for an animal in a song, and we would sing the song with the definition given. This is only

the smallest look into the effort put into diversity and inclusion at this school, and I am thankful

to have experienced it myself.

Finally, 504s and IEPs are well-implemented, and the music teacher here actively

modifies and diversifies the lessons in a way that includes every student. Students are not

separated from their peers and are instead fully integrated into the lesson with necessary

modifications. My favorite tool that we used was the ChordBuster, a ukulele device that allows

students with limited motor skills to play full chords by only pressing one button. Lessons are

also frequently paired with multiple forms of modality; whether it’s color, size, pacing, or

similar, students are provided with every means to participate and succeed alongside their

peers. Other students are also frequently willing to assist their peers when needed and will go

out of their way to ensure the success of everyone around them.

Together, all these components create a community full of support and specialization

that caters to every student. The culture and acceptance in this school makes every day a

welcomed experience. For many students, the school is a safe space where diversity is

celebrated, and the music room excels in creating a safe, welcoming environment for everyone.