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PERSPECTIVE article
Front. Educ.
Sec. Language, Culture and Diversity
Volume 9 - 2024 |
doi: 10.3389/feduc.2024.1501354
Embracing Diversity through Differentiated Instruction in Music Education
Provisionally accepted- School of Education, University of Nicosia, Nicosia, Cyprus
The article discusses the importance of differentiated instruction in music teaching and learning, emphasizing its role in fostering inclusivity and meeting the diverse needs of students. Drawing from personal teaching experiences, the author highlights how traditional, uniform teaching methods often neglect students' varied readiness levels, learning profiles, and interests. Differentiated instruction, as conceptualized by Tomlinson, is presented as a proactive and flexible approach that tailors content, processes, products, and learning environments to cater to individual student needs. The article demystifies several myths about differentiation and discusses practical music classroom scenarios, illustrating how differentiation can address real-world challenges faced by music teachers. The conclusion advocates for the implementation of differentiated instruction as a non-negotiable, essential practice in music education, urging teacher educators to prepare future music teachers to engage every student meaningfully. The approach ensures a democratic and supportive music classroom where each student's potential is recognized, nurtured, and celebrated.
Keywords: Differentiation in music education, Differentiated Instruction, Access to music education, student-centered music education, every student matters, diversity, music education for all
Received: 24 Sep 2024; Accepted: 08 Nov 2024.
Copyright: © 2024 Economidou Stavrou. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Natassa Economidou Stavrou, School of Education, University of Nicosia, Nicosia, 1700, Cyprus
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