| Abstract | Objective
Established research on culturally responsive teaching indicates engagement improves when the learning material connects to students’ cultural situations and backgrounds. When the material is relevant to one’s community and daily experience, studies have shown an increase in a student’s perceived excitement and understanding of concepts. The main objective of this study is to examine the practice time and qualitative experiences of Latinx singing students engaging in four categories of repertoire assignments: culturally stereotypical, culturally responsive, culturally sensitive, and standard musical theatre repertoire. Participants’ chosen time allotment within categories may indicate increased engagement with repertoire learning.
Methods
In this study, participants are all 18 years or older, identify with the Latinx culture, are Musical Theater BFA or MFA students, and are comfortable singing songs that are traditionally sung by female characters. The participants were given one song from each category listed above with the option to practice any or none of the songs. The allotted practice time was 120 minutes per week for two consecutive weeks. Participants were given sheet music, an IPA transcription and translation if needed, a practice track, and the historical background of each piece. Participants were asked to audio record their practice sessions to keep track of their practice time. After the two-week learning period, participants had a 60-minute 1-on-1 interview with the researcher regarding their experience to determine changes in confidence and motivation when given culturally responsive repertoire.
Results/Conclusions
Data collection is ongoing, and analysis will be completed (date).
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