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Conductors at community colleges can also contrib- Conclusion
ute to the successful preparation for transfer by: To ensure our choral field becomes larger, richer, and
more inclusive, we need to create smoother transitions
• Offering masterclasses and professional mentorship. for community college students. To make this happen,
we must be willing to reimagine what success looks like,
• Expanding performance collaborations within the and at the heart of that work is a shift in mindset.
community at large. Every student deserves the chance to thrive, and ac-
cessibility for all students must be a priority if we truly
• Seeking partnerships with local professional and seek a more equitable world. This means breaking down
semi-professional ensembles. These collaborations can barriers, rethinking traditional audition processes, en-
give community college choirs access to annual per- gaging with transfer curricula and articulation, commit-
formances of major orchestral works, an opportunity ting to student-centered teaching, and collaborating. We
typically reserved for university programs. can dismantle systemic obstacles and provide transfor-
mative experiences that empower students to succeed by
• Create and advise a music club or a two-year ACDA working together across institutions. These partnerships
student chapter. strengthen the talent pipeline, enrich educational jour-
neys, and create choral programs that reflect the diversi-
• Pursue grants and other avenues of funding for student ty and richness of our communities.
travel or community collaborations. Our responsibility as educators goes beyond training
future professionals. It includes nurturing lifelong advo-
cates for choral music—individuals who will carry the
Collaborative Opportunities art forward with passion and purpose. Together, we can
Choral singing is all about community—an art form build a choral landscape where every student feels seen,
built on working together, including everyone, and shar- supported, and inspired.
ing a common purpose. That’s why collaboration isn’t
just helpful; it’s a game-changer for growing programs. Carolina Flores, DMA, is the associate professor and
When choirs team up, students get the chance to sing director of choral activities at The Hartt School, Uni-
alongside other musicians, expand their networks, and versity of Hartford, CT. She is also a national board
gain confidence. These experiences make singers feel member for NCCO. Cflores@hartford.edu.
connected and proud, turning the choir into a real com-
munity where everyone belongs. Arlie Langager, DMA, is professor of choral and vocal
Community college choirs can join forces with uni- music at MiraCosta College, Oceanside, CA. She is past
versity choirs, community groups, or even church choirs president of California CDA and executive vice pres-
for tours and performances. These partnerships create ident of the Musical Merit Foundation of San Diego.
amazing intergenerational ensembles and give students alangager@miracosta.edu
opportunities they might not have otherwise. Collabora-
tions show how powerful community partnerships can
be. They bridge the gap between school and the profes- NOTES
sional arts world, giving students experiences that stay
with them, boosting confidence, creating lifelong con- 1 Natalie Steele Royston, Philip D. Payne, Adrian D. Barnes,
nections, and inspiring a love for music that lasts and and Kate Bertelli-Wilinski, “An Examination of Student
nurtures passionate singers who will keep advocating for and Faculty Perceptions Regarding Music Education
choral music for years to come. Transfer Student Preparedness and Experiences,” Re-
search & Issues in Music Education 16, no. 1 (2021): 22.
https://commons.lib.jmu.edu/rime/vol16/iss1/5

CHORAL JOURNAL May 2026 Volume 66 Number 8 29