Cultural Anecdotes from a Music Teacher #6: Solutions to Some Challenges in the Intercultural Music Classroom

This is part of a fortnightly series of articles to be shared on Linked In – expect the next one on 26 May

I have recently, after decades as a classroom music teacher, had a career change to working at Cultural Infusion, a place where knowledge and resources are gathered with the aim of building harmony and wellbeing. (I particularly like the harmony part!).?This article poses some solutions to problems that classroom music teachers may experience generally and when including intercultural understanding ideas in their lessons.

Solutions to Some Challenges in the Intercultural Music Classroom

I remember my first year in the music classroom as a bit of a shock. Although I’d done teaching rounds and had some great university classes showing how to teach using Dalcroze, Kodaly and Orff methods, suddenly it was up to me to create an environment where groups of students responded positively and creatively.?It took me three years to feel that I was really getting somewhere, with lots of professional development and conversations with colleagues.?When including a diversity of cultural repertoire and information, some additional challenges can be encountered. In this article I share some solutions to classroom music challenges, both specific to teaching intercultural understanding and generally.

Students laughing at images or sounds that are new to them

This is a common reaction and often show discomfort with the unfamiliar rather than disrespect.?Wait and see if it fizzes out and try to ignore the laughing.?If it’s increasing or catching on with others, calmly and in a relaxed manner ask the student to explain what they find funny.?They may choose not to say, but there could be an opportunity for a meaningful discussion about intercultural respect if they reply.

Ignorant, rude reactions to other cultures

It’s important not to react to forcefully to this, even if you feel angry about the behaviours. A calm discussion about cultural differences is required, perhaps asking how they would feel if someone reacted to (say) Aussie rules football rudely (well it is a funny-shaped ball!).?Once a year five student in one of my classes said, “they look like monkeys!” when we were watching a video of some children from Mali improvising a song with percussion, singing and dancing. Most other students reacted with shock and called this out as racism, and we had an interesting discussion about why this was so. If classmates hadn't called out this comment as inappropriate, I would again provide the student with an opportunity to explain what they mean and discuss what respectful behaviour between people from different cultures looks like and why it’s important.

Disengaged students

It can be disappointing when you are trying a new idea in the classroom that you have spent time developing, and then students react with disinterest or even disdain. Being aware of what else is going on for these students can be useful. For example, did they come from doing intensive testing that wore them out? Is this their first day back at school after camp? Did the whole class get a dressing down about something disappointing that a couple of students did?

If the lack of enthusiasm is coming from a particular student, they are probably in need of some care and may be having troubles outside school. Asking them to be a special helper or to join in this activity in return for lining up first/choosing a short music game/helping to write things on the board/getting an instrument to play first may help. This is the way that music teachers can show they care without being too obvious about it!?Sometimes a student may just need to have 5 minutes of time out, sitting to the side or even running once around the yard and returning.

With an entire class that’s not willing to participate, it’s good to have an alternative activity up your sleeve. This can be related to the content but presented in a different way, or just a favourite music game that students have previously enjoyed.

Playing instruments at the wrong time

When it comes to playing instruments, clear rules and consistent enforcement are paramount. Basically, it comes down to: ‘play when I say or have a break’.?The music teacher has all of the power here: a couple of warnings, and then everyone should know that they will have the instrument temporarily taken away from them if they can’t follow instructions about when to stop and start playing.

Students talking too much

Consistency is key here, too. Never talk over students, even if you must wait a while.?Have an instrument sound or a sign (hands on heads, tapping your wrist to indicate time passing) as a signal to listen and praise those who respond.

Classroom music teachers, what ideas are you using to engage students? Please post in the comments section.