A Practical Approach to Addressing Hidden Curriculum in Music Education
Music education is a powerful tool that can shape the minds and perspectives of our students in profound ways. As music teachers, we hold the responsibility to not only teach musical concepts and life skills but also to be mindful of the messages we are unintentionally sending to our students in our classrooms.
In education, we call this hidden curriculum—the messages, values, and behaviors that are implicitly conveyed through our actions and choices in the classroom. Hidden curriculum is tricky. All music teachers have it present in their classrooms and ensembles. It often flies under the radar within the good work that we are trying to do with our students. The hidden messages—what we are saying to our students without actually saying it out loud—quite often become the loudest messaging of all. We just don't realize it. For example, by choosing certain composers, emphasizing specific musical genres, or structuring music programs in particular ways, we are inadvertently shaping our students' beliefs about what is important in music and who holds authority in the musical world. From promoting certain composers as the "best" to unintentionally prioritizing traditional ensembles over modern musical expressions during the school day, we tell students what is important, and what is worthy for inclusion in our classrooms.
Uncovering our own hidden curriculum and taking action
The wonderful thing about hidden curriculum is that every music teacher has the power to uncover it and address it as best they can. By engaging in self-reflection, examining our teaching practices, and identifying the implicit messages we convey to students, we can begin to make intentional changes that align with our educational values and the needs of our students. A perfect first step to this is to take stock of what is happening in and out of the classroom. What ensembles are offered at school? How are we teaching music literacy? What music, skills and concepts are present within our curriculum? And, be centering those things we can identify, what then, are we excluding? More importantly, who are we excluding as a result of curricular choices? Our ways of teaching? It's a strategic way to broaden our inclusive practices in realistic and tangible ways.
By listing current practices and considering alternative approaches that promote inclusivity and diversity in music education, music educators can take tangible steps towards creating a more equitable and inclusive learning environment. One practical tool I developed to aid in this process is my "hidden curriculum inventory" (a portion of this is shown below). It is a document designed to help music educators assess their teaching practices and identify areas where hidden messages may exist. In fact, you'll likely uncover quite a bit of hidden curriculum. I encourage you to take one or two items from what you have uncovered and act on those. Remember, hidden curriculum will always be present. As a profession, the best we can do is be more mindful of it and make small shifts to address in along the way.
Portion of "Hidden Curriculum Inventory", ©ErinZaffini
