Culturally responsive teaching is a pedagogy that emphasizes high expectations, the formation of cultural competence, and the development
of a critical consciousness. In the music classroom, a CRT perspective can help an educator address the cultural match or mismatch that may occur for many students between their home and school environments. By incorporating students’ musical preferences in the classroom, we can validate their experiences and raise questions about the social class associations with particular genres of music. We can cultivate their technology and critical listening skills while empowering their musical voice. We can highlight
student strengths by exploring a body of musical literature in which they are already fluent, connecting to the musical mother tongue ideal of the Kodály approach. Rather than dividing academic success from cultural affiliation, we can celebrate both. In this session, Dr. Bond will provide a background on the central tenets of CRT, its associated terms, and potential for connection to Kodály education prior to discussing/experiencing strategies for incorporating a CRT perspective in the Kodály classroom.

About the Presenter:
Dr. Vanessa L. Bond is an Associate Professor of Music Education at University of Hartford’s The Hartt School where she teaches undergraduate and graduate courses in music education and serves as the Coordinator of Student Teaching. She specializes in early childhood/elementary general music education, choral music education, and world music pedagogy, teaching a wide range of courses within Hartt’s program.

In her research, Dr. Bond focuses on the musical lives of young children (with special interest in the application of Reggio Emilia early childhood approach principles to music education), culturally responsive teaching, the choral experiences of underrepresented populations, and mentoring. She has presented this work at conferences throughout the United States and abroad, such as the American Educational Research Association Annual Conference, the National Association for Music Education Research and Music Teacher Education National Conference, and the European Association for Music in Schools. Her publication record includes articles in the Journal of Research in Music Education, Bulletin of the Council for Research in Music Education, Early Childhood Education Journal, Journal of Music Teacher Education, Update: Applications of Research in Music Education, General Music Today, and the Choral Journal. Currently, she serves on the editorial board of the Journal of Music Teacher Education, General Music Today, and Early Childhood Education Journal.

Dr. Bond joined the Connecticut Children’s Choir faculty in 2012 and is the current Education Director of CCC as well as the director of the Prelude Choir for children in grades three to five. A frequent clinician and guest conductor, she has provided workshops for schools, libraries, and arts organizations, including the Cleveland Orchestra, and worked with honor choirs at the county, region, and state levels. Dr. Bond was the music education consultant for the Cleveland Orchestra in conjunction with the PNC Foundation Grow Up Great with the Arts initiative and developed teaching materials for the orchestra’s education concerts during the 2009-2012 seasons. Previously, she taught elementary general/vocal music in Montgomery County (Maryland) Public Schools, voice at Gettysburg College, and was a professional chorister with the Master Chorale of Washington (DC). She earned a Bachelor of Science in Music Education degree from Gettysburg College, a Master of Music in Voice Pedagogy and Performance degree from The Pennsylvania State University, and a Doctor of Philosophy in Music Education degree from Case Western Reserve University. She is a member of the National Association for Music Education, the American Educational Research Association, the American Choral Directors’ Association, and the North American Reggio Emilia Alliance.