Page 38 - AC-2-1

Arts & Communication Relational response to racism

others because of their race, we also diminish ourselves. them to study and even enjoy hard work. These are teacher
If we respect others regardless of their race, we also candidates who demonstrate “action beyond technique.”
demonstrate self-respect. Consequently, it is beneficial to
treat others the way we would want to be treated. 5,6 5. The relational mindset in music
The second important word is “growth.” This word education
refers to the progress of whole-being development. When To provide a context for the relational mindset, I want to
considering growth in relationships and racism, we are demonstrate how it can be used while teaching the spiritual
generally not “either-or” – racist or not racist. This false I referred to at the beginning of the paper, “The Welcome
dichotomy has often been disseminated in the American Table.” Although the context of this lesson is music
media and education. 20,22,30 Some activists label White education, the relational mindset can be applied to any
individuals as racist because they are the majority race in educational setting. We will refer to this educational goal:
the United States and have the power to create racist policies At the end of the unit, learners will perform the spiritual,
and actions. Some activists label non-White individuals “The Welcome Table” with an understanding of the text
as not racist since they are powerless, marginalized, and and performance practices. As a reference, the following
victims of racist policies and actions. This structural YouTube link is a contemporary rendition of this spiritual
8
determinism minimizes individual autonomy, growth, by The Anointed Straughter Sisters. 1
and societal progress that has been gained to combat To align the lesson with the relational mindset, I wrote
racism. 20,22,42 However, with a relational mindset, we must three indicators that can focus our attention on developing
account for autonomy and growth; it is an ongoing process. a relational mindset along with the students:
Depending on our relational growth, we fall somewhere (i) Valuing essential communication for relationships
between weak and no relationality and strong relationality. (ii) Developing mutuality and empathy for and within
6
Individuals who are closer to weak or no relationality will relationships
most likely be more racist or racist, and individuals who (iii) Embracing the principle of regard and worthiness in
are closer to strong relationality will most likely be less relationships.
racist or not racist. Therefore, if we desire to grow toward For the sake of alignment, I ranked the order of these
having strong relationality, we must also grow away from three indicators; however, they all meld and must work
racism. It may be a lifelong process that requires listening, together. For example, the best relational communication
vulnerability, and honesty. 5,7,10,42 occurs when we have regard and know the worth of the

The third important word is “action.” This word refers to other individual. Empathy, the act of understanding
5
observable behaviors. To clarify this term, I want to present the feelings of another, is best practiced when we listen
an analogy in music. In the musical realm, some performers attentively and try to put ourselves in the other’s situation
develop the right technical facility to play the most complex or at least be in the moment with their feelings. 56
and physically demanding works. Often, audiences are As music educators, we should develop descriptors
impressed with these performers’ technique in executing that can later be aligned when writing a lesson plan for
complicated passages of great concertos. However, it is each indicator. These descriptors are flexible and should
the performer who hears the music beyond the technical be determined before designing objectives. Considering
demands and creates the soul of the composer’s work to developing a relational response to racism, I wrote two
provide us with an unexplainable aesthetic experience descriptors for each indicator as examples:
that is transcendent. 54,55 When considering the relational (i) Valuing essential communication for relationships
mindset, there are actions that we know are technically a. Listening intently to the stories and others’ stories
appropriate to do. However, beyond our technical behaviors, surrounding the spiritual
some behaviors enhance and nurture relationships. They b. Using expressive controls to create the aesthetic
are often based on intangible attributes such as charity, experience intended by the singers of the spiritual
grace, compassion, and hope. 10,42 For example, teacher (ii) Developing mutuality and empathy for and within
candidates at a university may tutor children who struggle relationships
academically because they need several hours of practical a. Honoring the original performance practices
experience before student teaching. The tutoring activity is while determining a contemporary presentation
a reasonable and appropriate technical practice. However, b. Understanding the historical global atrocities of
some teacher candidates may have compassion for these slavery, yet learning about progress toward growth
children, see their human potential, and take extra time to (iii) Embracing the principle of regard and worthiness in
develop lessons that encompass their interests and inspire relationships

Volume 2 Issue 1 (2024) 4 https://doi.org/10.36922/ac.1234