A Framework for Culturally Responsive Choral Education

By Rebecca O-G Eaddy

Introduction

As a Detroit-based choral conductor, teaching artist, and cultural advocate, I’m deeply committed to creating supportive, identity-affirming musical spaces for young singers. My work—whether in K–8 classrooms, on the podium at Detroit Opera Youth Chorus, or through workshops across the region—focuses on music as a tool for self-expression, healing, and cultural preservation.

In this article, I share the framework behind my recently presented workshop, More Than Just a Voice, and offer regional survey data that affirms a growing need: choir educators across Michigan and beyond want professional development that blends musicianship, representation, and emotional intelligence.

The Origin of More Than Just a Voice

My passion for choral music began in the pews of my childhood church. By age two, I was singing in the choir, following my older brother, and later, my calling. That early immersion in gospel music, spirituals, and hymns grounded me in the expressive depth of Black choral traditions. I did not see a woman on the podium until high school, when Dr. Sandra Snow conducted the Michigan Youth Women’s Chorale; that experience showed me that music could be a lifelong path. I’d never seen a woman on the podium before! That’s when I realized music could be a lifelong path. Representation mattered. It changed everything.

In the years since, I’ve worked in Detroit Public Schools, rebuilding after emergency management, led choirs with limited resources, and witnessed the resilience of youth in systems that often overlook their voices. These experiences, as well as my own as a student, inspired More Than Just a Voice, a workshop that connects vocal pedagogy, contemporarily relevant repertoire, and identity-affirming rehearsal practices.

Workshop Overview: What Is “More Than Just a Voice?”

More Than Just a Voice is both a framework and a mindset—a teaching model that centers student voice, story, and cultural context in choral education.

The workshop explores:

• Vocal technique as identity formation
• Spirituals, for example, as sacred cultural texts
• Repertoire as curriculum—what we choose teaches what we value
• Student-led rehearsal culture and affirming classroom language
• Practical tools for home practice, family engagement, and long-term growth

Each section includes interactive activities, such as emotion-based warmups, student-created gesture maps for phrasing, and small group discussions on cultural ownership and voice change. It is designed for teachers and students alike.

Regional Survey Data: What Choir Educators Are Asking For

To better understand the needs of choir educators across Southeastern Michigan, I conducted a short survey of public school choral teachers. The results were clear, and the framework for More Than Just a Voice began to develop to align directly with what educators are asking for.

Data Highlights:

93% of respondents said they were interested in choral workshops focused on vocal pedagogy, and 85% said they would attend a workshop on culturally responsive teaching. 65% of respondents said they have no access to mentorship or peer coaching, and 90% desire more resources for repertoire that reflects student identity. 6 93% said yes

“I want my students to feel like they belong in the music they sing.”

—Survey respondent, high school choir director

These responses mirror what I’ve seen in classrooms across Michigan: teachers want authentic, usable strategies that support both artistic rigor and personal connection. In the Spring issue of the Michigan Music Educator, I’ll go into more detail about what this looks like in practice.