Secondary students have many activities competing for their time outside of the classroom. Establishing choral singing as a viable option with a critical mass of students in a secondary school is no easy task. To do so can develop a singing culture in the school with its concomitant musical, health and social benefits. A school in West London fosters collaboration between students and members of the community in a choral society formed as a permanent partnership to perform large choral works. Using Interpretative Phenomenological Analysis, I interviewed pupils involved in the choir to explore the perceived benefits of making music with parents, teachers and adult community members. I used Intergroup Contact Theory to discuss the data, which revealed the efficacy of school music programmes to integrate community involvement that ultimately fosters the development of a singing culture. This study identifies positive implications for community engagement but notes cautions against processes that avoid intergenerational disconnect.
"Together but Disconnected: Involving Parents and Children in an
Intergenerational Choral Collaboration,"
Visions of Research in Music Education: Vol. 29
, Article 4.
Available at: https://opencommons.uconn.edu/vrme/vol29/iss1/4