Culturally Responsive Instrumental Music Instruction - Efforts by Middle Level Music Educators to Connect their Ensemble Programs to the Local Community

Oct 15, 2026

Culturally responsive pedagogy asks teachers to link curriculum with students’ cultural identities and support critical consciousness, yet empirical evidence about how instrumental music educators enact it in the United States remains limited. This study examines how middle level (grades 5–8) band and orchestra teachers attempt to connect ensemble programs to local community musics. Using emergent qualitative content analysis of a 727-teacher open-ended survey (2020–2021), results show many efforts but frequent misalignment with culturally responsive principles and multiple barriers. Recommendations address repertoire access and preservice/inservice development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

AccessFree to download

Culturally Responsive Instrumental Music Instruction

Purpose and Research Approach

Conventional Repertoire and the Middle Level Context

Culturally Responsive Pedagogy and Instrumental Music Education

Contributions to Music Education Vol. 47 (2022), pp. 165-191. Stephanie Cronenberg Rutgers, The State University of New Jersey Natalie Tews North Plainfield School District Delmarice Price Minnesota State College Southeast Nathan Bishop Hunterdon Musical Arts Culturally Responsive Instrumental Music Instruction: Efforts by Middle Level Music Educators to Connect their Ensemble Programs to the Local Community Culturally responsive pedagogy encourages teachers to connect the curriculum to students’ cultural identities and foster their development of critical consciousness . However, there is limited empirical research into the culturally responsive practices of instrumental music educators in the United States, and the conventional repertoire of United States band and orchestra programs may hamper music teachers’ efforts in this arena . In this study, we sought to understand how and in what ways middle level (5th–8th grade) instrumental music teachers have attempted to connect their band and orchestra programs to the musics of the local community . Using emergent qualitative content analysis of an openended survey question, we examined the responses of 727 music teachers from across the United States who taught band and/or orchestra during 2020–2021 . We found that over half of the respondents were attempting to connect their programs to the local community, but that many of their efforts were not fully aligned with the tenets of culturally responsive pedagogy and were limited by numerous barriers . From these results, we suggest areas of Contributions to Music Education improvement within the field of music education, particularly concerning repertoire access and preservice and inservice professional development .1 Keywords: culturally responsive pedagogy, middle level, instrumental music, local community Band and orchestra instrumental ensemble programs in United States public schools commonly focus on a conventional repertoire specific to the history and tradition of the ensemble, most commonly labeled “Western classical.” While an important part of a student’s musical development, this standard repertoire does not often reflect the cultural, community-based, or self-selected musics many students experience outside of school (Karlsen & Westerlund, 2015). This disconnect, perhaps associated with student demographics (Alegrado & Winsler, 2020; Elpus, 2022), may cause students to choose alternative elective options, and thus is particularly significant when considering fifth through eighth grade (middle level) instrumental ensembles, the grade levels at which many U.S. public schools start students on their journey as instrumental musicians. According to a 2009 national survey of U.S. middle schools, music ensembles are some of the most frequently offered electives at grades 5–8 (McEwin & Greene, 2011) . Although course availability does not equate to student participation, instrumental ensembles may play a critical role in many middle level students’ musical and identity development, and thus are an important site for considering how music educators’ practices reflect the identities of a schools’ students and local community. The Intersection of Culturally Responsive Pedagogy, Instrumental Music Education, and Middle Level Education Initial research in culturally responsive pedagogy began with the intent to understand the practices of teachers who achieved success with students of color, particularly teachers who did not share their students’ cultural background(s)(Brown-Jeffy & Cooper, 2011; Gay, 2018; Ladson-Billings, 1995b) . This cultural difference between the teachers and the students in a school (as well as the wider local community) can present a curricular and pedagogical challenge. In music education, over 80% of those seeking music teacher licensure in the U.S. identify as White (Elpus, 2015) and most preservice music education programs primarily prepare preservice educators with m

FAQs

What is the main focus of culturally responsive instrumental music instruction in this study?

The study focuses on how middle level band and orchestra teachers attempt to connect their ensemble programs to the musics of the local community using culturally responsive pedagogy.

How was the research conducted?

Researchers used emergent qualitative content analysis of an open-ended survey question, analyzing responses from 727 music teachers across the United States who taught band and/or orchestra during 2020–2021.

What did the findings show about teachers’ efforts?

Over half of respondents reported attempting to connect programs to the local community, but many efforts were not fully aligned with culturally responsive pedagogy and were constrained by numerous barriers.

Oct 15, 2026

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