As we perform, listen to, and move to music, we might well ask: What does this music say about me, as well as those around me? Let’s explore ways to leverage cultural forces so we might transform our classrooms into vantage points. Through exposure to strategies drawn from Harvard’s seminal Project Zero work, participants take a deep dive into a range of music activities that promote the valuing of their own perspectives alongside those of others. In performing and interacting with works by popular First Nations artists Thelma Plum and Baker Boy, we uncover hidden stories, back stories, and our own stories. Through “True for Who?” experiences, we reflect critically on our own assumptions about the Western canon. These key questions are investigated: How might teachers model broad perspective-taking for their students? What questioning strategies and learning opportunities are helpful in pushing students beyond the familiar?
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