Music Education, Curriculum Design, and Assessment: Imagining a More Equitable Approach

Abstract

Although it is not their intent, conventional curricula may place some students at a disadvantage in school music classrooms. This article offers a practical planning strategy that music educators can use to confront and resist some of these curricular tendencies in subtle yet important ways. By reimagining long-standing norms related to content, pedagogy, and assessment, we can build a system that provides more students with access to a high-quality, equitable, and personally meaningful music education.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 28 citations exist upstream.