Date

12-11-2024

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Jerry Newman

Keywords

gatekeeping, choral music education, ability-based choirs, caste system, choral caste system, choirs, inclusive, gifted and talented, G&T

Disciplines

Music

Abstract

The high school choral music sector has become increasingly competitive in education, leading to selectively allowing certain students into the choral classroom and fostering exclusionary practices within choral music instruction. The term "gatekeeping" may evoke a sense of unease and concern, although it refers to a long-standing system that has existed for centuries. Gatekeeping, which excludes pupils who do not meet the standards set by the competitive choral world, is a growing concern in music education. The all-ability choir movement has experienced gradual growth in urban areas following years of challenges that originated from implementing the No Child Left Behind (NCLB) policy. This policy prioritized academic subjects above the arts, placing significant pressure on educators, however, many regard this matter as uncertain because not all high school choral programs have experienced a severe reduction in music due to NCLB. Urban choral educators have revamped their teaching methods and set new standards, demonstrating to their peers that they are revitalizing the fundamental principles of choral music while still maintaining a competitive edge. The role of high school choral music in determining who is eligible or ineligible is no longer valid. By employing a grounded theory approach in historical research, one can uncover evidence demonstrating how the abilities-based system fails to uphold the fundamental principles that choral music educators hold dear and what sets choir apart. Every student, irrespective of their aptitude, should have the opportunity to be included in the choral music community.

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