This case study sought to investigate one educator’s attempt to disrupt “the choral class system” within their public high school choral program. The following questions guided this research: (a) How does one teacher restructure a choral program to increase student access? (b) What meanings do student participants ascribe to participation? (c) What do the choral teacher, singers, and administrators cite as benefits and limitations of the choral program? Over four months, we conducted observations and gathered interviews from the choral teacher, administrators, and 43 student participants. Two waves of data collection and analysis illuminated findings reported as five significant program structures. Findings highlighted the teacher’s approach, such as non auditioned curricular ensembles, deep relationships built among participants, and individual growth and leadership opportunities. Findings also exposed continuing operations of power and a struggle to break free from choral class systems. Suggestions for further investigation include gaining additional insights and understanding into students’ needs, and continuing critical examination of the choral curricula and hierarchy within choral music education.
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