stereotypical ideas held initially by the groups, true unity was achieved once those stereotypes were shown to be false. Through multi- cultural experiences, students have opportunities to get outside of themselves, to be brave, and take emotional risks. Initially the students from both schools assumed they were very different from the other group, but through the activities of the day, they began to realize all that they had in common. As one student said, “I got to meet new people and really understand the meaning of unity. The color of your skin or where you live doesn’t matter because we are all the same through music.” Another student said it this way, “We came together and sang and we connected through music and it’s such a beautiful thing. Color, race, ethnicity, it doesn’t matter. We’re all the same and we should love each other and care for each other.” It is our belief, as directors, that providing multicultural experiences can provide our students invaluable insight into other cultures. Multicultural opportunities provide ways for our students to “learn how to discover the connections that bind us to others in the world, and how to gain an international perspective. Multicultural education is an opportunity to decrease negative stereotyping based on gender, race, religion, politics, age, ethnicity, and/or physical and mental ability” (Dobrota, 2015).
We could not be more proud of our students. Our first Unity Concert was a huge success as the students realized and accepted that they were different, but one. We went out not knowing and the impact of this experience is immeasurable and invaluable to all who took part.
Acknowledgement
I would like to warmly and affectionately express deep gratitude to my colleague, Mrs. Tracey Hooper, Choral Music Teacher at Jackson-Olin High School in Birmingham, Alabama, without whom this rich collaboration would not have been possible. Her eager enthusiasm and varied skill set and talents enabled the success of this unforgettable multicultural experience for both of our communities. Thank you, Tracey, for sharing my vision and passion for students
36
and music, and for coming along with me on this journey
References
Dobrota, S. (2015). Social justice and music education: toward a multicultural concept of music education. Quality, Social Justice and Accountability in Education Worldwide (211). Retrieved from ttp://
files.eric.ed.gov/ fulltext/ED568643.pdf
Gallagher, E. (2013, Fall). The effects of teacher-student relationships: Social and academic outcomes of low-income middle and high school students. OPUS, Retrieved from
Steinhardt.nyu.edu/appsych/opus/ issues/2013/gall/Gallagher
Hollingsworth, P.M., Burnett, K.R., and Winstead, R. (1994, July). Harmony amid diversity. In S. L. Swartz (chair), Proceedings of the international congress on challenges to education: Balancing unity and diversity in a changing world. Symposium conducted at the meeting of International Congress on Challenges to Education, Oahu, Hawaii. Retrieved from
http://eric.ed.gov/ ?id=ED381447
Laird, L. (2015). Empathy in the classroom: Can music bring us more in tune with one another? Music Educators Journal, 101(4), pp. 56-61. doi: 10:1177/0027432115572230
Kay Dick is in her 5th year at Chelsea High School in Shelby County where she leads 3 choirs, teaches music appreciation and education classes for high school students who are considering a career in education. Previously she taught choral music at Vincent Middle High School also in Shelby County. She has a masters degree from The Southern Baptist Theological Seminary in Church Music and a BS in Music Education from Louisiana College. She is currently a doctoral student at Auburn University. Beginning her professional career as a Baptist Minister of Music, Kay has been teaching in various settings for over 30 years. She lives in Hoover, AL with her husband and daughter, and has 2 grown sons and a daughter-in-law.
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