Building Identity in Collegiate Midlevel Choral Ensembles

Abstract

This study was designed to explore the director’s perspective on the role organizational images play in social identity development in midlevel choral ensembles. Using a phenomenological methodology, I interviewed 10 current or former directors of midlevel choral ensembles from eight midwestern U.S. colleges and universities. Directors cited different choral configurations, high performance standards, unique group identity, strong personal connections, and good faculty relationships as the primary tools used to build identity. Directors also revealed their perceived challenges with regard to midlevel choirs: director continuity, discrepancy in student musical ability and dedication, negative perceptions, and the need for director flexibility. No director mentioned preparing students to sing in the top ensemble as a purpose or priority of the midlevel ensemble; however, many stated that a good midlevel choir achieved this result and also raised the quality of the entire choral program. Implications of these findings reveal the importance of recognizing and addressing a midlevel identity phenomenon and the impact identity building efforts can make to facilitate stronger midlevel ensembles.