| Abstract |
As educators develop higher levels of intercultural sensitivity themselves, they will be much better equipped to help the students in their classrooms develop capacities in this area as well. Music teachers (along with teachers in all other subject areas) can use their emerging knowledge of the DMIS framework to identify and better understand the ways in which students of all ages experience and respond to cultural difference. Armed with this knowledge, they can design relevant learning experiences that will help the students in their classrooms overcome issues related to each stage, as they learn to look beyond themselves and recognize, accept, adapt to, and celebrate the human differences that exist all around them. Although the classroom-level suggestions presented within this chapter are “music specific”, they can be easily expanded and adapted to meet the needs of teachers and students in many other subject areas. |
| Authors |
Jennifer M. Mellizo 
|
| Journal Info |
Springer International Publishing | Re-Imagining Curricula in Global Times , pages: 105 - 122
|
| Publication Date |
1/1/2023 |
| ISSN |
2522-8269 |
Type |
book-chapter |
| Open Access |
closed
|
| DOI |
https://doi.org/10.1007/978-3-031-37619-1_6 |
| Keywords |
Music Education (Score: 0.617217) , Musical Development (Score: 0.552765) , Multicultural Education (Score: 0.54104) , Cultural Sensitivity (Score: 0.515326) , Motivation in Music (Score: 0.508181)
|
