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ERIC Number: EJ927127
Record Type: Journal
Publication Date: 2011-Jun
Pages: 4
Abstractor: As Provided
ISSN: ISSN-0027-4321
A Safe Education for All: Recognizing and Stemming Harassment in Music Classes and Ensembles
Carter, Bruce Allen
Music Educators Journal, v97 n4 p29-32 Jun 2011
This article addresses the pervasiveness of harassment in schools in the United States and presents ways to recognize and stem bullying in music classrooms. Music educators are in a unique position to recognize atypical behaviors in their students. Music educators who teach middle and high school ensembles often retain the same students in their classrooms over the course of many years. Because of the unique nature of the ensemble experience, coupled with the opportunity for extended instruction, music teachers can closely monitor the well-being of their students. However, music teachers should understand how difficult it may be for students who have been harassed to come forward with information about harassment. Sometimes harassment is overt and easy to recognize (e.g., name-calling, inappropriate gestures, graffiti). However, harassment can also occur in contexts that are not readily recognized but are just as hurtful. When students observe teachers taking a stand against bullying and harassment, they recognize the intention for a safe classroom. When students feel safe, they are more likely to ask questions and engage in class in dynamic and meaningful ways--both musically and nonmusically. Only when students feel safe can they learn. Music teachers need to gain a further understanding of various forms of harassment and further consider their role in creating a welcoming and secure environment. (Contains 6 notes, 6 online resource and 2 resources.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A