Critiques & Construction: Approaches to Decolonizing Choral Curricula
Document Type
Conference Proceeding
Publication Date
6-22-2026
Abstract
This project examines the K-12 choral classroom and the “standard” repertoire and pedagogical practices, further critiquing how the persistent privileging of white, Eurocentric musical traditions shapes student learning and participation. Existing research suggests that disrupting Eurocentric curricular norms requires self– and community– reflection from music educators in order to interrupt racially exclusionary teaching cycles. Other researchers have detailed the benefits of a decolonized curricula, as well as the frameworks needed to implement that line of work. However, practical guidance for implementation in choral settings is often vague or underdeveloped.
Building on this scholarship, the central purpose of this project is to articulate not only ‘why’ decolonizing choral music is necessary and ‘who’ benefits from this process, but ‘what’ decolonization actually looks like in the choral classroom as well as the actual ‘how’ – or practicality of how to realistically engage in this anti-racist, multicultural approach to teaching choral pedagogy. This study is grounded in anti-racist and equity-based theoretical frameworks and employs music anthologies and choral curricula to analyze historically racialized repertoire, alongside curated spreadsheets that organize alternative repertoire by origin, voicing, language, historical context, and available recordings (or another contributory resource for the larger choral community to access and reference). This research is guided by the premise that regardless of the subject matter, students build their identities with the curriculums and information they are taught. By designing choral curricula that not only includes but meaningfully affirms the room’s diverse cultural identities, educators can foster deeper musical engagement, confidence, and a sense of belonging within the ensemble. Further, educators that engage in this line of pedagogies can expand their knowledge, begin creating distinctive programs, and grow their pedagogical confidence.
Recommended Citation
Perez, Taylor."Critiques & Construction: Approaches to Decolonizing Choral Curricula," Lecture/Presentation at the ICDA Summer Conference, June 22, 2026.