Sophia Anzalone

MUED 376
Dr. V
9 December 2019
Choral Cultures Summary

Culture is defined as “a collective noun for the symbolic, learned, non-biological aspects

of human society, including language, customs and conventions.” It consists of four

characteristics: it is shared, learned, based on symbols, and is integrated. Likewise, it is grown,

shaped and created. Each and every classroom has their own culture that is created by the

teacher, and fostered by the students. In turn, this culture creates a community within the

classroom. In choir, more specifically, there is a long-described phenomenon surrounding the

idea of the family aspect that evolves within a choral music environment. Within choral cultures,

there are four elements: safety, identity, transmission and enculturation. I will discuss my

learning of these in hopes of better painting a picture of choral culture and how it is created.

To begin, students must feel safe within the classroom, acknowledging that it is ok to

make mistakes, as it is part of the growth process. Elements of safety include eye contact,

macro-micro interactions, non-verbal communication, and tone of voice, to name a few

examples. In order to achieve a sense of safety, the building of relationships within a choir is

important, as well as written reflective thinking and practice. Teaching strategies from the

podium include using direct instruction models and rehearsal designs, as well as never forcing

students to sing alone if it is evident that they are unwilling to do so. The culmination of this will

give students a sense of trust within the choir and ultimately foster positive feelings about

experiences in music settings.

 Next, elements of identity include feedback, non-judgement, and teaching for transfer.

Identity in a classroom is essential to making students feel as though they belong, building a

sense of self-confidence and positive self-esteem. This is created through support friendships

among choir members, written reflective thinking and practice, and understanding musical

identity as both an ongoing process and a snapshot of a moment. While this specific element of

choral culture is more crafted by the student than the teacher, the teacher aids it through

implementing reflective outside-practice worksheets as well as providing feedback when

applicable, creating a non-judgemental space along the way.

Following, transmission refers to the propagation of cultural aspects to group members

over time, consisting of key elements such as friendship, leadership and rituals. Clearly

delineating a fluid sense of hierarchy, structure and roles within choral settings allows a flow of

transmission from past choral experiences into the present and future. This may include having

positions such as choir officers, board of directors and support structures already in place.

Additionally, new students may be assigned a partner or ‘buddy’ to help them transition

smoothly into the choir, feeling welcomed. The role of the teacher is to not only serve as a role

model, but a source of musical transmission, orchestrating and implementing behaviors of

transmission within the choral setting.

Finally, elements of encularation include FLOW, belonging, and celebrating musical and

personal successes. The process of becoming encultured in a choral ensemble lies at the heart of

motivation, fulfillment, growth and choral expression. Teachers should strive to cultivate group

flow moments, which are essentially those transcendent, “goosebump moments” that every choir

hopes to have when performing. Some of the characteristics that can engender the experience of
flow in rehearsals and concerts are: safety as a learner and artist, teacher magnetism, rehearsal

pacing and structure, and instructional scaffolding.

While the elements that create choral culture in a classroom are specific to each

classroom and its students, a teacher should be aware of the necessary core components of

safety, identity, transmission and enculturation. These are the foundations of choral culture and

can in turn create a positive music environment in which students feel they can call home. In

conclusion, we create the culture that in turn creates us.