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open, inclusive discussion on any topic

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If something feels important, stopping the planned work to lean into it.

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Student choice

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Encouraging respect. Listen to others, let them speak and be heard. Just like you want them to do when YOU speak.

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In the future I will include mantras in my music classes. Hopefully these will encourage students to believe in themselves and in the community they are building with each other.

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Student Jobs, Student leaders, Turn taking facilitated by them, students have to beat me 5 times at "So La Mi" and then we have a "Student Choice" music class

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Student Jobs, Student leaders, Turn taking facilitated by them, students have to beat me 5 times at "So La Mi" and then we have a "Student Choice" music class

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working together in groups or with a partner

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I use Call and responses every class: "Teamwork makes the: DREAMWORK" "one band: ONE SOUND" the kids love them. It also gets them engaged.

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I use Call and responses every class: "Teamwork makes the: DREAMWORK" "one band: ONE SOUND" the kids love them. It also gets them engaged.

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Students are constantly suggesting music (or memes) that resonate with them. I screen everything and bring it back next class to show that they're input leads the conversations we have.

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Students are constantly suggesting music (or memes) that resonate with them. I screen everything and bring it back next class to show that they're input leads the conversations we have.

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Very simple: Starting and ending every class by making sure I've told them that I care about them (and mean it) -- especially when it's been a frustrating or less than productive rehearsal. They need to know they're cared about. You show them, and hopefully you TELL them!

"I'm happy you're here" "I missed you when you were absent last week!"

"It's always a pleasure, I look forward to next time"

"I'll think about what we might do differently next time -- I hope you do the same, because I enjoy our music time together."

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Being flexible. student choice goes hand in hand with inclusion

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Being flexible. student choice goes hand in hand with inclusion

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Accompanying myself on the electric rather than the acoustic guitar, with occasional use of the whammy bar, gives students the feeling that they are in an unconventional, and yet welcoming environment.

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Encourage mistakes.  Allow for "struggle" time for students to explore, expand, and develop their own strategies and solutions.  Celebrate the journey, not just the destination.

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Sometimes taking a break from making music.  I did a spooky music presentation where the students had to rate the music we were listening to spooky or not spooky.  We listened to music from different genres and the students could talk to each other about their opinions.

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I encourage everyone to talk about the music, even if their views may not be popular or correct in other people's eyes.  I often use a catchphrase, "Don't be afraid of being wrong (because you actually may be right)."

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I encourage everyone to talk about the music, even if their views may not be popular or correct in other people's eyes.  I often use a catchphrase, "Don't be afraid of being wrong (because you actually may be right)."

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Singing and playing instruments together. Taking turns being singing and movement leaders. Student conductors.

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It's ok to pause from the music making for a moment and share, listen to each other. My students call this "life lessons with Ms. D"

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It's ok to pause from the music making for a moment and share, listen to each other. My students call this "life lessons with Ms. D"

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Having students perform for the class.  The support from the other students promotes discussion and kindness.

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Having students perform for the class.  The support from the other students promotes discussion and kindness.

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Using books that reflect the identity of varied students, they begin to appreciate other people and themselves.

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I am passionate about what I teach and students sense that, I think.

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Incorporating creative movement. Inviting students to formulate their own ideas into creative projects. Letting them know that they can do it!  

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Incorporating creative movement. Inviting students to formulate their own ideas into creative projects. Letting them know that they can do it!  

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Respecting student voice

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Identity shows up when we talk about food in music class.

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Identity shows up when we talk about food in music class.

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Talking about student names and what is the history about their names(what does your name mean, were you named after someone?) Sing name games

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Discussions regarding what we are listening to or what music we are making and how it is affecting us or each other. Making space for students. Time for them to share and think and just be. Creating a SAFE space for them to do all these things.

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A few moments of asking questions about students' lives or a topic they may find interesting. Taking time to prioritize responding kindly and patiently even when the lesson is being interrupted by the fifteenth shoe tying request in a row or a student is having an issue. Asking them/showing them how to build each other up.

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A few moments of asking questions about students' lives or a topic they may find interesting. Taking time to prioritize responding kindly and patiently even when the lesson is being interrupted by the fifteenth shoe tying request in a row or a student is having an issue. Asking them/showing them how to build each other up.

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Always having a hello and goodbye song for lower elementary.

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Student identity shows up in the games we play, instruments we learn about, songs we sing, languages that are explored, and above all I share the responsibility of teaching with my students who have more cultural knowledge than me. They lead the learning process on things that are not my experience/cultural background

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Telling my students on day one that I love them, that they matter, and they should always feel that music is a safe space. They can come speak to me about anything, not just music. And for those who are shy, I mention that I love to receive letters so they are welcome to write me letters, too, if something is on their mind. During class time, we discuss the importance of collaboration and how we don't always have to get along but we should be able to respectfully disagree. 

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Telling my students on day one that I love them, that they matter, and they should always feel that music is a safe space. They can come speak to me about anything, not just music. And for those who are shy, I mention that I love to receive letters so they are welcome to write me letters, too, if something is on their mind. During class time, we discuss the importance of collaboration and how we don't always have to get along but we should be able to respectfully disagree. 

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Encouraging students to define what community looks like during music.
Including music activities that address community, positivity, and self-acceptance

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Rewarding positive behavior. Being positive myself.

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Rewarding positive behavior. Being positive myself.

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broad exposure...we learn about ourselves from looking at others

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broad exposure...we learn about ourselves from looking at others

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It's art.  It's culture.  If identity is NOT showing up in our music rooms, then we need to reevaluate what we're doing and why.

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Stressing that music class is a team-sport. We look out for each other and hold each other responsible.

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We can create songs from the "I Am From" worksheets.

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When people move different ways to music and practice instruments alone or with other students without having to be told.

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When people move different ways to music and practice instruments alone or with other students without having to be told.

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-creating a diverse curriculum
-using activities that includes improvisation and composition
-discussing music outside of school
-talking about what music means to us as individuals and us as a community to foster their musical identity