ABSTRACT

The purpose of this case study was to examine the perspectives of three Black instrumental music students related to their experiences attending a predominantly white summer music camp for high school students in the United States. Analysed through a conceptual model of culturally responsive teaching in music, data sources included semi-structured interviews with individual participants, a focus group session with all participants, and researcher field notes. Participant stories revealed contrasting home and summer camp environments, racial identity development, and a desire for broader experiences beyond the European classical tradition. Findings explore a variety of barriers and supports for music learning for underserved student populations that may be transferable to similar high school music camp settings.

摘要

本案例研究的目的是考察三名黑人器乐学生对参加美国高中生以白人为主的夏季音乐夏令营的经历的看法。通过文化响应式音乐教学的概念模型进行分析，数据来源包括对个别参与者的半结构化访谈、与所有参与者的焦点小组会议以及研究人员的现场笔记。参与者的故事揭示了对比鲜明的家庭和夏令营环境、种族身份发展以及对超越欧洲古典传统的更广泛体验的渴望。调查结果探索了为服务不足的学生群体进行音乐学习的各种障碍和支持，这些障碍和支持可能可以转移到类似的高中音乐营环境中。