“Belief in Music” is a unit devised for upper elementary level music classes, adaptable for students from grades five to eight. This unit leads students through various musical projects that incorporate a study on how belief systems are represented and reproduced through music (Staff, 2019). The purpose of this unit is to invite students to think critically about how music is meaningful within different contexts. Students will examine how beliefs are represented in music through listening exercises and will create their own music that involves an articulation of their beliefs. The projects in this unit present opportunities for students to engage in dialogue with others about the role of belief in music making, encouraging them to gain an awareness of how belief and music are understood by others.
A central aspect of this unit is to intentionally incorporate dialogue that encourages students to move beyond the consumption of music to a reflection of its context, meaning, and their implications. In an attempt to exercise tolerance, discussions of religion – belief and unbelief – have been primarily avoided in the classroom (Benedict, 2021). The absence of these discussions has not necessarily meant that students have ceased to think about these ideas. Most students ponder questions of existence, even if they do not articulate them. Some might not have the opportunity or the courage to discuss religion or belief. Noddings (2006) argues that as educators, we have a responsibility to offer students opportunities to explore these conversations. These need not be indoctrinating, but can invite students to engage in critical thinking about these issues.
“Discussion of belief and how various thinkers have treated it should be culturally informative as well as personally helpful” (Noddings, 2006, p. 258). The evaluation of belief in musical contexts can guide students towards an awareness of how it has been expressed throughout history. These considerations are important for each student to evaluate how cultural identities are shaped by belief systems. Since this is a music unit, not a religious studies unit, it is not a comprehensive study of world religions. Rather, it is an opportunity for students to explore belief in music as a way to address their personal curiosities and to pursue dialogue with others who identify with various belief systems.
While some students may not share an interest in religion or any kind of belief, others consider their spiritual identity as a central aspect of their life. Even within religious schools, students are diverse and express different views on belief and religion. Recognizing these positions of our students is integral to fostering an environment that affords students the space to express their identity.
References
Benedict, C. (forthcoming Jan 2021). Educating for Intelligent Belief or Unbelief. In C. Benedict, Music and Social Justice: A Guide for Elementary Educators. New York: Oxford University Press
Noddings, N. (2006). Critical Lessons: What our Schools Should Teach. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511804625
Staff, T. (2019, May 13). Many, Many Examples Of Essential Questions. Retrieved July 24, 2020, from https://www.teachthought.com/pedagogy/examples-of-essential-questions/
A central aspect of this unit is to intentionally incorporate dialogue that encourages students to move beyond the consumption of music to a reflection of its context, meaning, and their implications. In an attempt to exercise tolerance, discussions of religion – belief and unbelief – have been primarily avoided in the classroom (Benedict, 2021). The absence of these discussions has not necessarily meant that students have ceased to think about these ideas. Most students ponder questions of existence, even if they do not articulate them. Some might not have the opportunity or the courage to discuss religion or belief. Noddings (2006) argues that as educators, we have a responsibility to offer students opportunities to explore these conversations. These need not be indoctrinating, but can invite students to engage in critical thinking about these issues.
“Discussion of belief and how various thinkers have treated it should be culturally informative as well as personally helpful” (Noddings, 2006, p. 258). The evaluation of belief in musical contexts can guide students towards an awareness of how it has been expressed throughout history. These considerations are important for each student to evaluate how cultural identities are shaped by belief systems. Since this is a music unit, not a religious studies unit, it is not a comprehensive study of world religions. Rather, it is an opportunity for students to explore belief in music as a way to address their personal curiosities and to pursue dialogue with others who identify with various belief systems.
While some students may not share an interest in religion or any kind of belief, others consider their spiritual identity as a central aspect of their life. Even within religious schools, students are diverse and express different views on belief and religion. Recognizing these positions of our students is integral to fostering an environment that affords students the space to express their identity.
References
Benedict, C. (forthcoming Jan 2021). Educating for Intelligent Belief or Unbelief. In C. Benedict, Music and Social Justice: A Guide for Elementary Educators. New York: Oxford University Press
Noddings, N. (2006). Critical Lessons: What our Schools Should Teach. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511804625
Staff, T. (2019, May 13). Many, Many Examples Of Essential Questions. Retrieved July 24, 2020, from https://www.teachthought.com/pedagogy/examples-of-essential-questions/