LETTER: High school students defied a narrow-minded music ban

To Ozaukee Press:

Omar Thomas is a prominent Black, queer composer and professor. In 2019, he wrote “A Mother of a Revolution” to honor the strength of the transgender people in his life and to bring visibility to the heroism of trans women, who face disproportionate levels of violence and societal marginalization.

The instrumental piece has been performed by school and community bands nationwide, but on May 12, 1926 the Watertown School Board banned a performance of the composition by the Watertown High School Wind Symphony, citing the district’s “controversial issues policy.” This despite the fact that the band director followed the policy by sending a note home to parents in October letting them know students would be studying and preparing to perform “A Mother of A Revolution.”  The board defended its decision by claiming the piece was a “celebration of violence” tied to 1969 LGBTQ+ protests known as the Stonewall Uprising.

Minocqua Brewing Company owner Kirk Bangstad invited the band to perform the banned piece at his Madison taproom beer garden on May 23. After the school board allegedly forbade students from using school-owned instruments for the off-campus performance, the brewery began a drive to raise money for the Watertown Music Boosters to purchase instruments so the band will no longer have to rely on the school district for equipment in the future. The effort, funded by ticket sales for the show (which sold out) and direct donations to the booster club, raised more than $65,000.

Band directors from across the country also offered to help provide instruments for the students to use at the performance.

This incident demonstrates how school boards can use vague or strict “controversial issues” policies as tools to enforce ideological preferences. Watertown school board officials defended their ban by citing a policy against “indoctrination” or emotionally persuading students to a particular point of view, even though the piece is solely instrumental.

This type of incident leaves many parents and educators questioning where the line is drawn between studying history through art and promoting specific political or social narratives.

By attempting to suppress a piece of music because of its ties to transgender history and the Stonewall uprising, the board actually brought massive regional and national awareness to the song. The music and the historical events it represents received far more attention and discussion than they would have had the performance simply proceeded as planned.  Kudos to the students who protested and showed us that they are not passive observers and are willing to advocate for their peers and push for inclusivity.

Pat Morrissey

Port Washington