Revisiting Religious Music in the Choral Classroom Abby Butler


Sacred music’s place in the public school mu- sic curriculum has had a long and controversial history. In this article I argue that it is our re- sponsibility to incorporate religious music into our curriculum, explain how this can be done in adherence to the law, and provide guidelines for doing so.


Rationale Religion has and continues to define and shape our world. As conscious, sentient beings, our beliefs about right and wrong, our need for guiding principles, and our quest for the di- vine, the spiritual, and the ineffable frame our actions. Knowledge of these beliefs and needs helps us to understand both past and present while reimagining and forging our future. Two compelling factors reinforce the need for teach- ing about religion in public schools.


First, the demographics of today’s public schools reflect a diverse population represent- ing myriad religious faiths as well as individu- als with no religious preference. Unlike earlier times where students were from primarily Prot- estant or Catholic backgrounds, todays’ class- rooms comprise students who identify as Mus- lims, Buddhists, Hindus, Christians, Jews, and agnostics. If we are to live together peacefully, we must learn to understand and accept our dif- ferences. (First Amendment Center, 2011)


The second factor stems from the contention that knowledge about different religions and be- lief systems form an essential foundation for a well-rounded education. The First Amendment Center (2011, ¶ 3) argues that, “Much of his- tory, art, music, literature and contemporary life is unintelligible without an understanding of the major religious ideas and influences that have shaped history and culture throughout the world.”


In a similar vein, Nord (1998, p. 42) suggests that “A ‘liberal’ education…is, rather, an edu- cation that requires students to learn something about the major ways humankind has developed for understanding their lives and the world.” He


argues that students need to be taught about re- ligious as well as secular ways of knowing oth- erwise we run the risk of indoctrinating them by “systematically and uncritically teach[ing] stu- dents secular ways of thinking about all ‘sub- jects’ in the curriculum.” (Nord, 1998, p 42)


Religion In The Schools: A Moral And Ethical Responsibility We demonstrate moral responsibility when we make decisions based on our convictions about what is right or wrong. In this instance, our ac- tions reflect personal values, what we hold to be decent and honorable.


The National Council for the Social Studies (NCSS) argues that omitting the study of reli- gion misrepresents the importance of religion in shaping the human experience, which in turn may result in a misinformed citizenry. Since fear, bigotry, and intolerance often stem from misinformation, the council suggests that teach- ing about religion in schools may actually help promote understanding and alleviate prejudice (National Council for the Social Studies, 1998).


The NCSS’s rationale for including the study of religion in the public school curriculum reflects a moral imperative. If we believe that students will benefit from studying about different reli- gions and how religion has shaped our history; furthermore, if we believe such knowledge will help them become more accepting and tolerant of others, then it is essential that we include the study of religion within the school curriculum.


We demonstrate ethical responsibility when we make decisions based on the concerted beliefs espoused by a professional organization. These concerted beliefs, typically framed as a code of ethics, reflect agreed upon standards that serve as guidelines for acceptable professional behav- ior.


The code of ethics adopted by the National Ed- ucation Association (NEA) identifies common responsibilities shared by all teachers. Accord- ing to the NEA, educators “… Shall not unrea-


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Choral


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