How to kick tokenism in music education to the curb (for good!)
It was February of 2009 (Black History Month), and I was incredibly excited about kicking off my fourth consecutive year of a well-loved tradition that I had established in the small school where I taught K-8 general music: A living wax museum project where all 6th grade students would research and present about prominent black musical artists from the Jazz era. My students loved this project. Costumes were carefully chosen, connections between artists were made (“Hey, my guy played in a band with your guy! Cool!”) and the energy and excitement in the 6th grade was sky-high. Students were engaged, they learned a lot and they had agency and autonomy over pretty much everything. They were proud of their work to make this a showcase that folks would not forget. To this day, when the occasional (now fully grown) former student reaches out to me on Facebook to connect, they remember their experience with the wax museum with fond memories.
Surely, I must have been doing something right. Well—yes and no. Student engagement? Check. Students making connections between music and other content areas? You betcha. Students learning about music composed and performed by marginalized communities? Absolutely!
So what was wrong with this picture? Two immediate things come to mind (perhaps you can find more). First, I did this type of inclusionary teaching once a year. I treated Black History Month as the perfect (and only) time to branch out beyond all the other musicians and music that I normally taught about throughout the year. You know—those musicians that many of us, while growing up, were taught were simply the “Greats”. Mozart, Beethoven, Bach, Haydn, just to name a few. Second, not once did I consult appropriate culture bearers or experts who knew about jazz music more than I did. I failed to ensure that the learning experiences were authentic and I missed a wonderful opportunity to honor the historical roots where jazz was born.
To be clear, this is in no way a dig on Western music. And I wasn’t completely without knowledge about jazz. I knew enough. But this approach to teaching was problematic. In my quest to meaningfully integrate another genre of music, I had tokenized the music and musicians who helped shape the very fabric of music in the United States. I had treated jazz music and its rich heritage as a box that needed to be checked off on my to-do list.
I know that many of us have been in the same boat at one time or another. The good thing is that when we recognize it, we have the power to change it. Here are some recommendations on how you might want to tackle tokenism in your classroom. Try one, try them all. And, as I always say—enjoy the ride. :-)
Deepen Your Understanding of Diverse Musical Cultures
To move beyond tokenism, we can invest time in learning about the cultural, historical, and social contexts of the music we introduce in the classroom. This means going beyond surface-level knowledge or quick online searches. We can explore scholarly articles, books, documentaries, and recordings by authentic artists to gain a deeper understanding. This knowledge allows us to convey music in its complexity and richness, avoiding oversimplification.
Practical Tip: Attend workshops, lectures, or performances by musicians from different cultural backgrounds to gain firsthand experience. Connecting with community members who have lived within these traditions can also provide valuable insights.
Integrate Music Authentically into the Curriculum
Rather than including music from various cultures only during specific cultural holidays or months (e.g., Black History Month or Hispanic Heritage Month), integrate it as an ongoing part of the music curriculum. By embedding diverse musical traditions throughout the year, students understand that these forms of music are not novelties but integral to the world’s musical landscape. They also learn that the definition of what it means to be a musician can be broadened and more inclusive. There really is no one way to be a musician. Let’s open those flood gates!
Practical Tip: Create thematic units where various musical styles from different cultures are explored within a broader musical concept, such as rhythm, improvisation, or storytelling. For example, a unit on rhythm could include drumming traditions from West Africa, the tabla from India, and jazz rhythms from New Orleans. A deep dive to compare these traditions, their roots, and how they might inform each other is also really cool as well!
Shine a Spotlight on Authentic Voices
Invite guest musicians, scholars, and cultural experts who are part of the musical traditions being studied into the classroom. This approach brings authenticity into the PreK-12 setting and ensures students learn directly from individuals who have deep cultural and experiential knowledge. Highlighting authentic voices allows students to engage with music in a way that honors its origins and the people who keep it alive.
Practical Tip: Organize virtual or in-person visits with musicians from various cultural backgrounds. Encourage students to ask questions and interact with the guests, giving them a more personal understanding of the music's cultural significance. Try searching within the local community. I’ve always been amazed by the expertise and rich experiences of various community members wherever I teach.
Emphasize the Context of Music
Music is deeply connected to the cultural, historical, social, and political contexts in which it is created. Rather than presenting music as isolated sound bites, provide students with a comprehensive understanding of its roots and meanings. This can include discussing the traditional instruments, lyrics, dance, rituals, and customs associated with a musical genre, as well as the role of music in different cultural events and life stages.
Practical Tip: When introducing a new musical genre, “level-up” your lessons to include activities such as exploring traditional clothing, food, instruments, or stories and beliefs related to that culture. Contextualizing music in this way helps students see it as part of a living, evolving culture.
Avoid Stereotyping or Overgeneralizing
Tokenism often arises from the oversimplification of complex musical traditions. Avoid presenting any culture's music as monolithic; within any culture, there exists a range of genres, styles, and historical evolutions. Representing a single song, instrument, or genre as the "essence" of an entire culture can perpetuate stereotypes and ignore the diversity within that tradition.
Practical Tip: When teaching music from a particular culture, include a variety of styles and periods. For instance, when exploring Latin American music, present genres like salsa, tango, mariachi, etc., highlighting the diversity within this broad category.
Empower Students to Explore Their Own Musical Heritage
Encourage students to share music from their own cultural backgrounds. This approach allows for a more student-centered classroom where diverse musical traditions are celebrated naturally and respectfully. It also gives students a sense of ownership and pride in their cultural heritage.
Practical Tip: Allow students to research and present a musical tradition from their own cultural background or a culture they are interested in. Support students in reaching out to family members or community figures to gain a deeper understanding of the music they choose to present. I’ve seen this play-out two ways. Students often learn more about their own heritage than they previously were aware of, while other students who are already familiar with their heritage rise up to meet the challenge of becoming a sharer-of-knowledge with others. Either way, students grow and celebrate themselves for who they are and the history they come from.
Kailash Ranganathan at age 12. Inspired to learn to play sitar after watching Ravi Shankar.
