Music: naturally inclusive, potentially exclusive?

Henley, Jennie (2015) Music: naturally inclusive, potentially exclusive? Inclusive Pedagogy Across the Curriculum. pp. 161-186.

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Abstract

This chapter explores the way music lends itself to the IPAA framework, focusing on four key areas; working outside of ability groups, using what learners can do as their starting point, engaging in learning at their own level whilst contributing to a collaborative outcome, and developing the whole creative child rather than just a skillset. After reading this chapter, you should be able to:  Consider different theoretical and philosophical understandings of musical knowledge and how they manifest in musical learning.  Understand the way that teachers’ conceptualisations of musical ability steer pedagogical decisions.  Describe what integrated activities are and understand how they enable learners to develop reflective learning.  Identify areas of your music teaching that can be enhanced by the use of technology.  Consider how different pedagogies can be interwoven in the classroom to enable children with different learning needs and experiences to engage in classroom music in a meaningful way.

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