Educators often face the challenge of introducing students to unfamiliar material such as a scholarly article in a journal or a musical practice from a cultural or social system far removed from their own. It is difficult to help students become invested in something that doesn’t make sense or means very little to them, so educators often fall into the habit of saying things like, “This is an important concept because it’s something you need to know; it’s significant in the field you’re studying; it’s something that’s fundamental to a big idea,” — basically, “this is important because it’s important.” But if we want to convince someone of something, we need to know how and why it’s important, not just that it is important. We need to examine how we can bring students through this process of understanding what we may consider ‘important’.
As an ethnomusicologist who both lectures at the university level, and teaches primary and secondary students, I take great interest in seeing the different perspectives students bring to a topic. This is compounded with my own research interests, which lead me to read a great deal of material which often seems abstract and impenetrable. I often ask myself what value a complex article in a journal can have to a student studying music at an IB level, or to an undergraduate whose dissertation I’m supervising. Within academia, it is not difficult to feel like life happens in — to borrow a phrase often used in the media these days — an ivory tower.Continue reading “The ‘relevance’ question, and how to address it in the classroom”