Music: Naturally Inclusive, Potentially Exclusive?

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.