In this article, I argue that the conventions of choral pedagogy are designed to create docile, complacent singers who are subject to a discourse that is more interested in the production of music than in the laborers. Consequently, I present my choral experience from a critical feminist perspective in an attempt to expose the web of power relations that one enters during choral rehearsals. I use critical feminist strategies, and the theories of power described by Michel Foucault, to question meanings and expose the constitution of the power.
"I Sing In A Choir But I Have “No Voice!”,"
Visions of Research in Music Education: Vol. 6, Article 4.
Available at: https://opencommons.uconn.edu/vrme/vol6/iss1/4