ABSTRACT: Music curricula and pedagogies found in elementary general music classrooms in public schools in the United States can be sites of oppression for many students and teachers. Within this system of oppression, teachers and students often lack the agency needed to create and engage with empowering and innovative music curricula and pedagogies, thus sustaining the status quo. In this paper, I employ feminist pedagogical perspectives to discuss how teachers and students might subvert oppressive music teaching and learning practices through a reimagining of elementary general music curricula and pedagogies with accessibility and equity at the fore.

Author: Lucas Schoppe

Published 4/15/2025

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