Publication Date

11-2007

Abstract

This paper is a study of how explicit anti bias music lessons affect music students in the New York State Public School System. The paper is intended to give the reader a glimpse at the elementary school student’s view of the world regarding stereotypes and bias. Eleven standardized open-ended interviews were conducted with five- to eight- year- old music students in the school at which I am currently teaching general music, on Long Island New York. I have analyzed their responses and reached conclusions regarding their stereotypes, feelings of difference, and feelings regarding the rights of children and their reactions to music from a different culture.

In brief, the majority of children reacted strongly to different cultural music and felt the impact of this music helped them to explore other cultures. Many of the students interviewed have not yet formed their biases, and are eager to experience different music and culture, making this a prime age to teach anti bias music. From what these students are saying, I have found that the necessity for anti bias education is immense, and the union between anti bias music education and music education is one that complements each other in several ways, demonstrated by the words of my students and in my own anti bias music lesson narratives, which are described in this paper.

Disciplines

Educational Assessment, Evaluation, and Research | Music

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