Across
- 2. music has the ability to ________ emotion through intensifying and releasing emotion, bypassing the conscious mind, and providing catharsis
- 8. teachers have found the importance of creating a ___________ environment where teachers and students all have a voice and some level of choice, as well as singing together for fun and enjoyment (common word describing political systems)
- 10. studies have found the importance of prioritizing well-being over __________, especially in music education classrooms where students have trauma, either as a group or individuals (lessons and schedules)
- 13. musicians are in the business of communicating _________
- 14. singing can be an __________ activity, bringing students and teachers together and to the same level and to enjoy making music together
- 16. _________ responsive teaching uses cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them
- 19. focusing on positive participation can contribute positively to both music education and well-being/therapeutic ____________ (plans, structures, goals, etc)
- 20. five goals of trauma-informed care: safety, trustworthiness, choice, collaboration, and ___________ (the process of becoming stronger and more confident)
- 21. fear center in the brain that music has been shown to heal on various levels through engaging different regions of the brain
Down
- 1. including student music ________ to expand repertoire increases student familiarity and connects to their cultural context
- 3. music can help students develop _________ skills by choosing music that complements their character, expresses emotions, and gives them a sense of control over learning (ability to control behavioral and emotional responses)
- 4. common response to trauma or threat in the minds of those who have experienced trauma, music can help students feel connected and grounded again (feeling disconnected from yourself and the world around you)
- 5. music classes can seek relationally __________ experiences through creating safe spaces (fixing, mending)
- 6. "supportive trauma interventions for educators" framework, increasing teacher awareness and understanding of trauma, enhancing socioemotional development
- 7. cultural responsiveness and trauma-informed care are crucial for students reaching their full _________, even in music classes
- 9. singing has been shown to enhance ________ function and decrease stress
- 11. singing provides a type of _________, giving students time to rest certain parts of their brains while also engaging other parts and helping them bond and have fun (2 words, one of our strategies)
- 12. addressing a greater spectrum of student needs helps lead to student __________ through music education practices such as culturally responsive teaching, establishing a safe community, including student preferences, etc
- 15. activities encouraging individual responses, building community, connecting to community cultural traditions (2 words, rhyme, personal identity label)
- 17. _____ songs and dances can lead to restorative justice _____s, sharing thoughts and opinions in a safe space (common shape for sitting on the floor)
- 18. culturally responsive and trauma informed education must be individualized, not generalized across multiple _________