Week Seven

This week’s lesson inspired thought on how I can use singing to develop an understanding of multiculturalism in the classroom. Intercultural understanding is a general capability that is vital for students to develop (NSW Education Standards Authority (NESA), n.d.). In particular, singing is a useful tool to develop this understanding. Singing is particularly well-suited to introduce cultural diversity by showcasing other languages while at the same time improving the child’s tonal and rhythmic abilities (Vuckovic, 2006, p.45). Furthermore, within the multicultural classroom, using songs from student’s cultural can be greatly beneficial. As Vuckovic postulates “when children can identify with the classroom content, they are able to achieve greater progress individually, which in turn can boost the progress of the whole class” (p.47).

Additionally, exploring songs from a range of cultures creates quality links to other key learning areas, such as English and HSIE. For example, by using a range of cultural songs, students explore the geographical concept of “people and places”, a feature of the curriculum in all primary school stages (NESA, 2015).

  Vuckovic, A. (2006). Understanding Diversity through Music and Song. Victorian Journal of Music Education, (2004 – 2006), 45–52.

NSW Education Standards Authority (NESA). (2015). K-10 Geography Syllabus. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

NSW Education Standards Authority (NESA). (n.d.). Learning across the Curriculum. Retrieved May 25 from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10/learning-across-the-curriculum