Let the Boys Sing and Speak: Masculinities and Boys' Stories of Singing in School
Notice bibliographique
Résumé
What It's All About, a one-act play; Yo, Fag!, a poem, and The Practice, a mixed-perspective narrative; taken from Chapter Five of the doctoral dissertation: Adler, A. (2002), A case study of boys' experiences of singing in school.Doctoral dissertation, University of Toronto."It looked like you were sleeping or something.""I was listening to the choir," replies George."They were singing ... my song.""Well, you can't lose focus like that during the game.It's dangerous," replies Brent."And ditch that long face as well.YOU'RE the one who wanted to ditch choir.And besides, we haven't got time for both, anyway."The whistle sounds ... The drums beat... It's time to play the game.On whose whistle do YOU run, my boy?To whose drum do YOU march?In the yard, A boy stands quietly staring At the music room window, Waiting ... The bell sounds -He's missed his chance.His voice recedes Silently to its own Tumultuous depths As he walks, invisible, to class.A consistent problem facing many of today's vocal/choral educators is that of the disproportion of girls to boys in high school vocal programs and choral ensembles (Swanson, 1984); (Castelli, 1986); (Adcock, 1987); (Dunaway, 1987); (Phillips, (988).The problem as expressed in the literature is solely the ensemble imbalance created by the absence of boys.This view is flawed, because it devalues the participation of girls in music programs, and because it sets as a goal the equalization of gender numbers in music programs rather than the understanding of the processes behind the disproportion.The missing males issue is a symptom of a much greater problem -that of gender discrimination against males, which has been under-researched in music education (Koza, (994).This discrimination occurs through inequities in schooling that limit boys' personal growth, development of identity and sel f-esteem, life and career choices.Castelli (1984) concludes that part of the problem might be a "lack of shared concerns" (p.127) surrounding participation in singing between students, teachers, and administration.Dunaway (1987) proposes that successful programs were likely to have a higher percentage of boys participating than were average programs; the difference in recruitment success lay in understanding their personal, social, and physical needs.Social Constructionism (Bern, (974);(Helgeson, 1994); (Lipkin, (995); (McLaren, (995) is the process by which individuals construct their identities within their lived sociocultural contexts, mediated and influenced by dominant discourses and mechanisms of control, which are further mediated by institutions such as schooling and the media.Gender is a commodity that is used within the social world of schooling to establish and control an individual's social power.For boys, while masculinity is established an defended by the individual, femininity is ascribed by others (Mac an Ghaill, 1994, citing Arnot, 1984).Schools have been implicated in creating and maintaining structures and policies that create and maintain hierarchies of gender and social valuation.In so doing, they participate in what
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