In a recent conversation with Cathy Benedict concerning the National Music Standards, the issue of adopting a more critical approach to teaching music arose. Macey (2000), in referencing Raymond Geuss (1981) defines critical theory as follows: “Critical theory provides a guide for human action, is inherently emancipatory, has a cognitive content, and unlike a scientific theory is self-conscious, self-critical, and non-objectifying” (p. 75). In short, it is a theory that seeks to challenge and question the status quo in order to bring about change. An example of a critical theory analysis would be recognizing positions of power and privilege and seeking ways to change the situation to help those people who are marginalized.
Based upon your understanding and application of this theory to your own teaching situation, what ways have you sought to challenge the status quo by changing your curriculum? How have you experienced issues of social justice, equality, and promotion of democratic values in your classroom/school?
Geuss, R. (1981). The idea of critical theory: Habermas and the Frankfurt School. Cambridge: Cambridge University Press.
Macey, D. (2000). The Penguin dictionary of critical theory. New York: Penguin Books.
Zteve, thank you for your response. Far too often in our society, people accept traditions, such as singing patriotic songs, without critically assessing the meaning behind them. Music is a powerful art form that greatly influences out emotions. Plato warned that music could influence children’s behavior and sought to censor certain types of music (war songs, for example) from being taught. Rather than censoring music, we should do what you do and share it with our students for discussion. Should you wish to learn more about the National Anthem, I recommend you see this article: Abril, Carlos (2007). Functions of a National Anthem in Society and Education: A Sociocultural Perspective. Bulletin of the Council for Research in Music Education, 172, p. 69-87.
I am a k-5 general music teacher who has worked in two schools. My first job had a somewhat restrictive curriculum with unit structures laid out based mostly on genres of music. (Unit 2 grade 2 was “Sea Shanties” etc.)Unit 1 at every grade level was “Patriotic Songs.” the department head explained, “(We do this) because, if we don’t teach them these songs, who will?” This reminded me of the MENC article on the national anthem I had read in the year prior. The issue I had with this explanation was that there was no expectation for the students, or the teacher, to think critically. It was to be a few 40 minutes lessons of rote memorization with a few minutes of redundant historical discussion and that’s it. It seemed to engender an attitude of narcissistic, blind patriotism.
I discussed this with the other music teacher at my school. He gave me a picture book of “The Star Spangled Banner” and asked me, “What do you see on every page of that book?” “A bomb exploding?” I replied. He said, “Ask the kids the same question.” He gave me a translation of the Japanese National Anthem which is about how the emperor is a perfect being. He suggested I have the students compare and contrast the 2 anthems, and to ask “What does the anthem of each country tell us about what is important to that country?” Each class concluded that war, like it or not, has been a central theme in American History. This was not made as a value judgment, but a critical realization.
My other lesson on Patriotic Songs focused on Woodie Guthrie’s “This Land Is Your Land.” I taught them the often ignored verses:
“As I went walking I saw a sign there
And on the sign it said “No Trespassing.”
But on the other side it didn’t say nothing,
That side was made for you and me.
In the shadow of the steeple I saw my people,
By the relief office I seen my people;
As they stood there hungry, I stood there asking
Is this land made for you and me?”
We used this to springboard into a conversation about invisible inequalities in America and our own community. Students acknowledged that America may be a land of opportunity, but not one of complete fairness.
I ran into the patriotic songs issue at my current school too, which has a much more progressive, open-ended curriculum. The issue was that I was expected to lead the entire student body in a patriotic song every Monday morning. The students only know a few songs including “Grand Old Flag.” This is a song that I find to be very shallow, even pathetic. “Every heart beats true for the red whit and blue, where there’s never a boast or brag.” What? This entire song is a boast/ brag, with no substance whatsoever in my opinion. Anyway, I played “This Land Is Your Land” some weeks (I had taught them the often forgotten verses) and “Grand Old Flag” on others. I have gradually phased out the traditional patriotic songs and introduced songs of civil rights and protest, “We Shall Overcome” “This Little Light of Mine” “We Shall Not Be Moved” etc. in their place. (I have taught these songs to them in music class and had in depth discussion about their meaning, power, cultural/ historical significance.) So far, no one has complained.