The purpose of this article is to examine the national anthem of the United States in terms of its functions, norms, and variants. After providing an historical background of the song's origins, I use various sociocultural conceptualizations of music and social functions as guideposts around which to wrap historical and autobiographical narratives that build a case against absolutist portrayals of "The Star- Spangled Banner" in school music curriculum. Finally, I discuss ways this understanding can inform educators in constructing learning experiences designed to help students come to know the multiple meanings and soundings of this and other important songs representative of specific natural groups.
|Original language||English (US)|
|Number of pages||1|
|Journal||Bulletin of the Council for Research in Music Education|
|State||Published - Dec 1 2007|
ASJC Scopus subject areas