Sustaining Sounds in North America: Models for Culturally Sustaining Pedagogy in Music Education
Open Access
Author:
Usenza, Christiana
Graduate Program:
Music Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
June 13, 2022
Committee Members:
Ann Clements, Chair & Dissertation Advisor Charles Youmans, Outside Field Member Sarah Watts, Major Field Member William Dewey, Outside Unit Member Linda Carol Porter Thornton, Professor in Charge/Director of Graduate Studies
Keywords:
music education ethnomusicology culturally sustaining pedagogy culturally relevant education decolonization indigenization antiracism mariachi new orleans brass bands native american music cultural sustainability culturally responsive teaching culturally relevant pedagogy
Abstract:
Through close examination of three cases where music teachers integrate local music traditions into their K-12 classrooms, this qualitative, ethnographic, multiple-case study aims to uncover how Culturally Sustaining Pedagogy (CSP) can be formally applied to music education. The three cases include a middle school brass band in New Orleans, a high school mariachi ensemble in Texas, and a high school Native American Song and Dance class in Oklahoma. The teachers’ unique and creative approaches to teaching local music align with CSP because they teach and sustain music from communities of color that the American educational system has historically marginalized, and they work to instill student pride in their cultural heritage. The three music programs successfully create well-rounded musicians, help expand cultural music education in nearby schools, build a community-school relationship, expand student career opportunities, and showcase their culture, music, and languages on a local and national scale.
