By José Valentino Ruiz, Ph.D., and Andrew Wang Abstract This article examines how hip-hop pedagogy serves as an effective and inclusive alternative to traditional music education for neurodivergent students, particularly those with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and dyslexia. By integrating rhythmic engagement, therapeutic songwriting, and [...]
By José Valentino Ruiz, Ph.D. Abstract This article explores innovative music education strategies for neurodivergent students, emphasizing Ruiz's POSSIBLE framework—a model that fosters leadership and entrepreneurial thinking through personalized, technology-driven, and community-supported music instruction. Drawing from research and firsthand experiences, it demonstrates how hip-hop, beat-making, and songwriting empower [...]
With both of my sons now in middle school, and my husband and I both working, getting ready for work in the morning and getting the boys ready for school can be a little chaotic. Do they have their lunches, projects, Chromebooks, water bottles, and everything else for [...]
The COVID-19 pandemic was, and some could argue still is, a historical event that continues to impact music education and students. Despite the ongoing ripple effects of such a critical event in human history, it almost feels inappropriate to talk about in professional settings. Though, when I discuss [...]
Consider what we are intentionally or unintentionally saying we value based on what we cover with our students throughout their time in our classrooms. And, just like that, a conversation about standards-based instruction has entered the chat.
I was speaking with a student teacher about experiencing burnout symptoms and why finding their preferred self-care practices is important. In our discussion, I had mentioned that the most commonly stated piece of advice (whether given as real advice or delivered with an eye roll) is to remember your “why.” Our discussion was helpful, but I realized that the field of teaching can be just as rewarding as it is prickly.
Like many music educators, I experienced a major shock during my first few months of teaching: Even though I knew how to play all the instruments, sing all the songs, and teach all the music… Very few of my students cared like I did about learning music. After [...]
It seems like information about teacher burnout is everywhere right now. I’m not sure if it is because we’re still facing COVID-19-related difficulties in the classroom or if we’re just less afraid to talk about the less glorious side of teaching. [...]
It is through treating our students as individuals that they can learn to meaningfully connect to music. That means that we, as teachers, should seek to make music classes not just about our own musical interests, but about the musical interests of our students too. [...]
For the past few years, the field of music education has talked about an increased need for diversity and equity in classrooms. However, as I’ve listened to these calls for change, I frequently see that for many people, diversity and inclusion encompasses only race, ethnicity, gender, sexuality, orientation, and socioeconomic status. And while these are all aspects of music education that certainly need to change, I hold firm to the belief that we cannot have truly diverse or inclusive classrooms until we also include people with disabilities. [...]