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This paper explores the role of music in the method of culturally responsive pedagogy. Culturally responsive pedagogy, first introduced by name in the mid-1990s, is crucial to student success. Music, a strong aspect of many cultural traditions, is one way the teachers can begin to integrate culturally responsive pedagogy. Music has long been an oral historical account of cultures and for this reason is relevant in the classroom for its historical, as well as written, value. However, the value it offers to students of varying cultures is worth much more. In order to prepare students to be informed citizens of a diverse world, as some social studies frameworks aim to do, it is important to have motivated and engaged students. Cultural music is a way to create that intrinsic motivation while maintaining student attention through engaging lessons. Music offers teachers a practical way to begin the integration of culturally responsive pedagogy that is supported by many recent professionals in the field and also educational theory. David Ausebel’s Learning Theory supports using cultural music that students can relate to and build upon when learning new content material. This paper examines music in relation to culture to suggest that culturally responsive pedagogy should be studied in order to fully understand how student learning can be impacted through cultural music integration.

 

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