Perceptions of Religious Music in a Southern U.S. Public Middle School: A Case Study

• In Event: 61.055 - Music Education in the Contexts of Race, Religion, Culture, and Current Events

Abstract

The purpose of this case study was to examine the perceptions of a middle school choir teacher, the students, the student teacher, the parents, and administration when implementing a researcher-designed unit titled: Religious Choral Music from the Christian, Jewish, and Muslim Worlds. The participants’ Atheist, Agnostic, Buddhist, Muslim, and Christian perspectives provided examples of how students can contribute to meaningful discussions. The participants demonstrated respectful, open, and curious attitudes towards unfamiliar religious music through the lens of Deardorff’s (2006) intercultural competence process framework. Based on these findings, teachers might consider: (a) programming from multiple religious perspectives, (b) developing a nuanced awareness of laws and policies regarding religious music in public schools, and (c) incorporating a global perspective within group singing.

Author

• Emily Mercado, University of Utah