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setting and partner with the community to support those Plan,” 2021, p.1, https://acda-communications.s3.us-
needs. For example, students in a children’s chorus might east-2.amazonaws.com/ACDA+Strategic+Plan+2021.
need assistance applying for college or transitioning into pdf
3
university settings. Soliciting assistance from those in the Kelly Bylica and Cara Faith Bernard, “Singing So-
larger community can help singers mitigate this chal- cial Change: An Investigation of Two U. S. Chil-
lenge. dren’s Choruses,” Bulletin of the Council for Research
in Music Education no. 240 (2024): 7-24. https://doi.
org/10.5406/21627223.240.01
What Might Social Change Ibid.
4
Mean for Each of Us? Ibid.
5
6
Social change, particularly on the local everyday level, Sara Ahmed, On Being Included: Racism and Diversity in Institu-
looks different for everyone. For some, a commitment to tional Life (Durham, NC: Duke University Press, 2012).
7
reflexive and reflective practice may be a place to begin. “Justice Choir Songbook,” Justice Choir, 2024, https://
A decision to employ such action may offer opportuni- justicechoir.org/songbook
8
ties to embody an approach to choral music that honors Deborah Bradley, “Artistic Citizenship: Escaping the Vio-
singers’ past and current experiences. For others, there lence of the Normative (?),” Action, Criticism & Theory
may be a desire to begin with community. As noted, deep for Music Education 17 no. 2 (2018): 71-91. https://doi.
engagement with community is central to understanding org/10.22176/act17.1.71
everyday social change. J. Donald Dumpson, Thomas Lloyd, and Wendy K. Moy,
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A commitment to small steps over time can help “Voices of Change: Impacting the Communities We
singers and conductors foster social responsibility and Serve–Part 2,” Choral Journal 64, no. 3 (October 2023),
change. Everyday social change cannot be the result 58.
15
of idealized rhetorical or isolated accomplishments but 10 Ibid.
must be an ongoing practice of localized interactions. 11 Elizabeth Cassidy Parker, “The Experience of Creating
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It is these interactions that can, as the ACDA Vision Community: An Intrinsic Case Study of Four Midwest-
Statement states, help “create powerful artistic experi- ern Public School Choral Teachers,” Journal of Research
ences,” encourage individuals to become “advocates in Music Education 64, no. 2 (2016): 220-237; Kelly Bylica
for cultural and educational change,” and move toward and Cara Faith Bernard, “Singing Social Change.”
practices that “might transform people’s lives.” 12 Elizabeth Cassidy Parker, “The Experience of Creating
17
Community.”
13 bell hooks, Teaching to Transgress (New York: Routledge,
Kelly Bylica is assistant professor of music education at 2014).
Boston University. kbylica@bu.edu 14 Elizabeth Hogan McFarland, “School-Community Part-
nerships in Community Children’s Choir Organiza-
Cara Faith Bernard is associate professor of music tions” (PhD diss., University of Missouri, Columbia,
education at the University of Connecticut and is the 2017).
current president of Connecticut ACDA. 15 Deborah Bradley, “Artistic Citizenship.”
cara.bernard@uconn.edu 16 Kelly Bylica and Cara Faith Bernard, “Singing Social

Change.”
17 American Choral Directors Association, Vision Statement.
NOTES

1
American Choral Directors Association, Vision Statement,
https://acda.org/about-us.
2
American Choral Directors Association, “ACDA Strategic

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