Abstract
Traditional music curricula often center Western musical practices, which can limit students’ sense of belonging and cultural validation in the classroom because they will feel what they learn in school does not correspond with what they do at home. When centering only Western musical traditions, we reinforce the idea that one culture is better than another while alienating students outside of that culture. This project investigates how implementing culturally relevant repertoire and integrating historical/cultural context in lessons can influence students’ mindsets toward music and their sense of inclusion in school-based music learning. We implemented Cuban folk traditions, including singing and playing traditional instruments such as claves and shakers in a fourth grade music class composed of all Cuban students. This was relevant to their culture and built upon the lived experiences they brought into the classroom. We collected data to measure (a) musical learning, (b) engagement, and (c) enjoyment. We analyzed this data and compared it to the musical learning, engagement, and enjoyment of the same group of students when learning through a traditionally Western style method. While learning through a Western lens, students were less engaged and enjoyed learning less than the culturally relevant teaching. We found that culturally responsive music pedagogy helped students learn new musical concepts and increased engagement and enjoyment in class compared to traditional Western teachings. These results of this research aim to support music educators in designing more equitable, inclusive curricula that connect students’ musical learning to their lived experiences and cultural backgrounds.