Proselytization and Popular Music: A Policy Framework for Religious Musical Expression in Public Schools

Autor/in	Perrine, William M.
Titel	Proselytization and Popular Music: A Policy Framework for Religious Musical Expression in Public Schools
Quelle	In: Arts Education Policy Review, 119 (2018) 4, S.194-203 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2017.1287800
Schlagwörter	Music; Public Schools; Religion; Court Litigation; Music Education; Art Expression; Legal Problems; Freedom of Speech; Student Rights + Suchen Sie Ihr Suchwort? Musik; Public school; Öffentliche Schule; Rechtsstreit; Musikerziehung; Redefreiheit
Abstract	What legal and ethical issues arise when students choose to perform popular music with explicitly religious content? The purpose of this article is to construct a policy framework for discussing the use of popular religious music within the classroom, with a specific focus on the concept of proselytization as legal criteria for setting appropriate curricular boundaries. Three recent American federal court cases are examined: "O.T. et al v. Frenchtown Elementary School District" (465 F.Supp.2d 329, 2006); "Golden v. Rossford Unified School District" (445 F.Supp.2d 820, 2006); and "DeNooyer v. Livonia Public Schools" (799 F.Supp. 744, 1994). Conclusions suggest that when music teachers encourage student expression via the composition and performance of popular music, schools must balance students' rights to free expression with maintaining a viewpoint-neutral school environment. Criteria of particular importance in determining whether particular musical expressions are appropriate include the age of the students and the possible presence of a captive audience. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01