Voices of Change: Impacting the Communities We Serve (Part 1)

This article consists of part one of a three-part panel discussion in the series “Identity and Inclusion in Choral Spaces: Pathways to Lasting Change,” led by Donald Dumpson. The purpose of the panel discussion was to explore the identity, performance philosophy, and role in society of the choirs represented within the panel in light of a significant national reflection on American racism and inclusivity following the protests in response to the murder of George Floyd and other social justice issues.

During the panel discussion, the following questions are asked:

1. Who are you, and how does diversity, equality, and inclusion reflect itself in the music you perform?

2. How do we exercise care for rehearsing and performing musical traditions that do not necessarily reflect the lived experience of our singers?

3. What are some of the tools for incorporating music outside of your ensemble of established identity?

4. What factors make collaborations successful?

In the article, you will find that the panel included choral directors of diverse backgrounds in regard to race and location, but also their time in the choral field and the types of ensembles they conduct.

While the mission of many of the directors are different, there is a common theme and that is creating an environment that is inclusive and provides the opportunity for their singers to have a cultural experience. Dr. Dilworth shares the acronym A.R.T. when it comes to exercising care for rehearsing and performing musical traditions that do not necessarily reflect the experience of our singers - and that acronym art means A - attitude (meaning that the director and singers believe that the music you are about to explore is equally valid), R - relationships (being able to build true, meaningful relationships with individuals who can lend a lived experience and expertise of the music being covered), and T - time (allowing time for the development of those relationships).

Based on the last few riffs, I have been on a diversity, equity, and inclusion kick. Reading the Choral Journal publication's new Lift Every Voice column has been a joy.

When I think about the questions asked to the participants of the panel discussion, I begin to reflect on how DEI impacts my teaching and the students I have the pleasure of working with. In my musical identity, diversity, equality, and inclusion resonate through the exploration of music selections and ways of teaching, for example, teaching spirituals by rote, similar to how African Americans would have learned the music of their tradition, and creating discussions that allow the students to connect to real-life experiences.

While these are only a few ways of recognizing DEI efforts, prioritizing repertoire that reflects the diverse human experience, embracing compositions from various cultures to contribute to a rich, inclusive narrative, and fostering an environment within the ensemble that celebrates diversity ensures a musical experience that reflects the powerful role representation plays in the art form.

It is essential to include musical traditions outside the lived experiences of our singers. Fostering cultural sensitivity, open dialogue, and education within the ensemble creates a space where singers can express their perspectives comfortably, promoting mutual understanding and a collective commitment to authentic and respectful musical interpretations.