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Abstract
Music is important to the development of multidimensional future adults. Students have self-reported the value of music in their lives. Music educators, therefore, have a unique opportunity to create inclusive learning environments. Music learning objectives are often rooted in development of rehearsal techniques and performance skills. However, teachers also impart personal values to students in the process. Diversity in contemporary school classrooms is represented by a variety of characteristics, including sexual orientation. Analysis of survey data indicates that a large percentage of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students are verbally and physically harassed at school. Teachers are often the first line of defense in situations involving harassment at school. This article is a synthesis of strategies for inclusion of LGBTQ issues in the music classroom, from research literature and oral histories.
Keywords diversity, inclusion, LGBTQ issues, music education, teacher education
References
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