Teaching Music in Times of Adversity

By Dr. Erin Zaffini, Director of Teacher Education, Longy School of Music

As I write this article, I am reflecting on the latest turn of events over the past week. While some decisions have been made?within the United States Department of Education that will directly impact the work that we do as teachers, other decisions are threatening the very identity of who our students are. Perhaps your own identity is being threatened as well. Initiatives, programs and the people who have dedicated their careers to moving education forward are suddenly being canceled. To be clear—if you are in distress over the current direction of education, these next few years will challenge you in ways that you may never have imagined.

As educators, we are not entirely without power. We do have a choice. We can choose to wallow in this and throw our hands up in the air, or, we can continue to move forward and do what we can in our current teaching context to take care of ourselves and our students by being educators that support all of their learning and social and emotional needs. I vote for the second option.?????

Navigating the complexities of teaching during uncertain times can be challenging, but it also presents opportunities for music teachers to model empathy, resilience, and open-mindedness. As teachers, our primary goal remains the same—to create an inclusive, supportive environment where students feel safe to be themselves, express their thoughts and learn. Below are some strategies that can help you continue the wonderful work you’re already doing with students (and with yourself!).?

Focus on your students’ well-being

Uncertain times can create stress and anxiety, especially for young people who may not fully understand the issues at hand but feel their effects. Start by building a classroom culture centered on care and empathy. We need to continue to make space so that our students continue to be seen and heard. Depending on what’s happening at home, your classroom might be the only space where this level of acceptance is afforded to some of our students.

• Check in regularly: Use tools like mood meters or journal prompts to gauge how students are feeling. I am a big fan of a “two-prompt” exit ticket, in which you ask students one question about the music content, skill or topic from the day and one question that allows them share about anything else that is going on in their lives that they want to share about (responses not related to music are highly encouraged). Peer-to-peer check-ins are also a valuable opportunity for students to share how things are going outside of school with each other.
• Student musical connections: Some students might have difficulty opening up with you or their peers to share about their current state of mind. Sometimes music might be a better option. Invite students to share a song that they feel accurately reflects their emotions or what’s happening at home.?

Welcome and embrace all students for who they are

In a time when some students might perceive themselves as less worthy than others, whenever possible, choose repertoire, music topics and activities that embrace and celebrate their identity. Continue to program music composed by representatives from marginalized communities. Showcase children’s literature that not only focuses on social and emotional learning competencies, but highlights characters that are celebrated and valued for being who they are. Our students still need to “see” themselves in the curriculum, regardless of what is happening outside of our classrooms.

Frame music lessons in relation to similar historical events

In times of unrest, it’s really easy for students to feel powerless. High school students might feel like there is no end in sight when it comes to things that are impacting their own lives, their families and their peers. But if history has taught us anything, it’s that no matter how difficult things might become, there are always leaders stepping up to make things right.?

Craft lessons that highlight historical events like the Civil Rights Movement, Women's Suffrage, and the Anti-War Movements (to name a few). Do a deep dive at the high school level that dips into the historical significance of these events and how music helped play a role. Have students do research projects to learn more about the impact of these events and how the lessons learned might connect and apply to current events. These types of learning activities not only showcase music’s role in relation to history, it also provides examples of how our country has navigated uncertain times in the past, showing students that perhaps all is not lost.?

Engage families and communities

Involve families and the broader community in your efforts to create a supportive environment for students.

• Communicate clearly: Keep families informed about what’s happening in the classroom and how they can support their children.
• Invite collaboration: Host events or projects that bring families together to discuss and celebrate shared goals. Invite community members to share their own lived experiences and their own stories relative to music-making and being musical.
• Be culturally responsive: Ensure your teaching reflects the values, histories, and experiences of the community you serve.

Integrate social and emotional learning (SEL)

In times of tension, SEL is a powerful framework to help students manage their emotions, develop empathy, and build strong relationships. While we naturally integrate SEL competencies in most things that we do with our students, depending on the grades we teach, we might need to be a little more purposeful in making sure that students are actively developing these important skills.

• Teach emotional regulation: Help students identify and process their feelings in healthy ways.
• Cultivate empathy: Use activities like role-playing or storytelling to help students understand different perspectives.
• Build community: Encourage collaborative projects that require teamwork and mutual respect.

Take care of yourself—Find a support system!

If the past week has challenged you in ways never imagined, you’re not alone. For me, the recent cancellation of initiatives that have long supported diversity, equity and inclusion in schools completely undermines everything I believe in as an educator. If this rings true for you, I encourage you to find a support system of like minded teachers who are engaged in similar work. Create support groups at school or in online communities. Connect with a mentor who can help you navigate these times. Engage in dialogue and share strategies. Find your people.??

As the Director of Teacher Education at Longy School of Music, I am fortunate to work at a school where all our online music education programs and online classes center the ideals of student-centered teaching and learning. We will continue to champion all preK-12 students in the classroom and the music teachers who do the wonderful work of creating safe and inclusive spaces for them. If you’re looking for a community of teachers like that, we’d love to have you!

Dr. Erin Zaffini is the Director of Teacher Education at Longy School of Music. She can be reached at [email protected].