Abstract
The purpose of this project is to explore research-based practices that bring together music and narratives in order to foster an inclusive general elementary music classroom. Antiracism, culturally responsive education, and trauma-informed education are three distinct yet aligned approaches that many teachers have used to create inclusive classrooms. The literature review will explore how educators, scholars, and activists developed specific ideas and practices to bring these approaches into general education and music classrooms. Many elementary general music teachers have discussed methods for bridging Orff Schulwerk with antiracist, culturally responsive, and trauma-informed education. However, there is limited literature available for incorporating picture books into this inclusive classroom design. The curriculum offers five projects centered on inclusive picture books that elementary general music teachers can adapt for practical use. These projects align with national music standards and give detailed lesson processes that emphasize music’s cultural contexts and student choice. The curriculum is designed to be changeable to meet the ever-changing needs of teachers, students, and school communities.