The Relationship between Musical Development and Social Inclusion in Small-Group Instrumental Teaching
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| Title: | The Relationship between Musical Development and Social Inclusion in Small-Group Instrumental Teaching |
|---|---|
| Language: | English |
| Authors: | Ida Knutsson (ORCID |
| Source: | Music Education Research. 2026 28(1):93-104. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Music Education, Musical Instruments, Small Group Instruction, Inclusion, Teacher Attitudes, Program Effectiveness, Sense of Belonging, Peer Teaching, Student Motivation |
| Geographic Terms: | Sweden |
| DOI: | 10.1080/14613808.2025.2573105 |
| ISSN: | 1461-3808 1469-9893 |
| Abstract: | Sweden's art and music schools (SAMS), established in the 1940s, provide affordable extra-curricular instrumental and singing teaching for every child, regardless of their family's financial situation. Tuition is heavily subsidised, with families contributing only some 7% of the cost. While SAMS traditionally offer one-to-one instruction, a recent governmental report (2016) advocates for group teaching, emphasising child-centeredness and social aspects; however, there are still concerns about the potential decline in musical proficiency. To better understand the complex factors that influence pupils' development and inclusion in group teaching contexts, I address teachers' perceptions of group teaching, seen through the theoretical lens of communities of musical practice, and a qualitative content analysis using the data from both a focus group interview study and a stimulated recall study with teachers and leaders at one SAMS. I have found that while teachers perceive musical development and social inclusion as distinct, they strive to integrate both in their teaching, with the argument that they can be mutually beneficial. The potential risks and benefits of the suggested strategies for differentiation must be considered, and each teacher's didactic choices are key for creating an optimal learning environment for all pupils. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505769 |
| Database: | ERIC |
| Abstract: | Sweden's art and music schools (SAMS), established in the 1940s, provide affordable extra-curricular instrumental and singing teaching for every child, regardless of their family's financial situation. Tuition is heavily subsidised, with families contributing only some 7% of the cost. While SAMS traditionally offer one-to-one instruction, a recent governmental report (2016) advocates for group teaching, emphasising child-centeredness and social aspects; however, there are still concerns about the potential decline in musical proficiency. To better understand the complex factors that influence pupils' development and inclusion in group teaching contexts, I address teachers' perceptions of group teaching, seen through the theoretical lens of communities of musical practice, and a qualitative content analysis using the data from both a focus group interview study and a stimulated recall study with teachers and leaders at one SAMS. I have found that while teachers perceive musical development and social inclusion as distinct, they strive to integrate both in their teaching, with the argument that they can be mutually beneficial. The potential risks and benefits of the suggested strategies for differentiation must be considered, and each teacher's didactic choices are key for creating an optimal learning environment for all pupils. |
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| ISSN: | 1461-3808 1469-9893 |
| DOI: | 10.1080/14613808.2025.2573105 |
