This paper is a research project report for the purpose of developing methods to document cultural responsiveness and student identification of cultural identity in the community, school and in online global cultural exchanges at a 98% minority Title I Elementary Center for Fine Arts. This school was ranked as one of the 300 lowest performing schools in Florida with a county graduation rate for minorities among the lowest in the state. Three phases constituted the Rawlings approach for observing and assessing student cultural responsiveness in arts education: Phase one involved defining cultural responsiveness and culturally relevancy from students in the Rawlings school community. Phase two included global cultural exchanges and alternative assessment strategies development. Finally, phase three saw individual student profiles of cultural identity through music combined with general education instruction (STEM and STEAM) approaches. Project report results helped to develop responsive and relevant approaches to cultural responsiveness in the community, classroom, and through a network of international online university and community music educators.
DeVito, Donald; Telles, Tamyra; and Smith, Brandon Hidalgo
"Culturally Responsive Research Projects
in a Title I Elementary Center for Fine Arts,"
Visions of Research in Music Education: Vol. 35, Article 11.
Available at: https://opencommons.uconn.edu/vrme/vol35/iss1/11