ARTICLES
Core Beliefs: The Frameworks that Frame Us
Read Sonya White Hope’s recent article, published in the Winter 2023 edition of the Massachusetts Music Educators Journal here.
How to cite this article:
APA:
White Hope, S. (2023). Core beliefs: The frameworks that frame us. Massachusetts Music Educators Journal, 72(2), 30-32. https://online.fliphtml5.com/mlkuf/gfxu/#p=30
Chicago 17:
White Hope, Sonya. "Core Beliefs: The Frameworks That Frame Us." [In English]. Massachusetts Music Educators Journal 72, no. 2 (Winter 2023 2023): 30-32. https://online.fliphtml5.com/mlkuf/gfxu/#p=30.
Engaging Africentric Practice by Dr. Sonya White Hope and Dr. Georgiary Bledsoe, July 2021
Our series of articles, “Engaging an Africentric Paradigm,” has introduced the reader to a systematic way for K-12 educators to teach Africentric music as an indispensable component of American music. In this article, we round out the discussion by pulling the strands together to illuminate Practice, the fourth and final pillar in the BaobaoTree Framework…” Keep reading
Engaging Africentric Pedagogy by Dr. Sonya White Hope and Dr. Georgiary Bledsoe, June 2021
““Pedagogy” has multiple meanings in education: theory, method, practice. In this fourth of five articles, we address Pedagogy, the third pillar in the BaobaoTree Framework. And we define it in terms of culturally meaningful interaction with students. Pedagogy is critical, as it impacts the social, political and psychological development of learners. We share six principles to help teachers connect with students of all backgrounds through Africentric pedagogy….” Keep reading
Engaging Africentric Aims by Dr. Sonya White Hope and Dr. Georgiary Bledsoe, May 2021
“What do we aim to accomplish when we teach? We can define aims in terms of goals and objectives (what students should know or be able to do) or in terms of intentions and purposes (why students should know or be able to do a thing). In this third of five articles, we address Aims, the second of four pillars in the BaobaoTree Framework. By focusing on the “why” and its relationship to the “what,” we seek to illuminate intimate links between music teaching and larger narratives, and to frame the aims of music education in Africentric contexts..” Keep reading
Engaging Africentric Dispositions by Dr. Sonya White Hope and Dr. Georgiary Bledsoe, April 2021
“People have been making music in African-centered ways for millennia. In that sense, an Africentric paradigm is nothing new. However, American music education has been missing a systematic way of engaging Africentric music. While our first article focused on the need to engage an Africentric paradigm, this second article begins to lay out systematic ways that teachers can engage it. Here, we illuminate the first of four pillars in the BaobaoTree Framework - Dispositions, and provide a concrete…” Keep reading
Engaging An Africentric Paradigm by Dr. Sonya White Hope and Dr. Georgiary Bledsoe, March 2021
“The current climate of racially-charged discord has jolted many music educators into the realization that they play a role in maintaining the status quo - or changing it. This realization is one of the drivers of culturally relevant pedagogy. There is increasing clarity that teachers who discard students’ cultural assets do so to the detriment of themselves, their students, and society. “Engaging an Africentric Paradigm” introduces a mode of music education grounded in Black heritage and culture; presents it as indispensable to culturally relevant pedagogy, and explains how music educators can engage it…” Keep reading