The relationship between musical development and social inclusion in small-group instrumental teaching
Knutsson, Ida LU
(2025)
In Music Education Reasearch
p.1-12
- 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,... (More) - 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. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/cfc4955e-3d7b-47c0-bd8b-0e1a7a4b30b2
- author
- Knutsson, Ida
LU
- organization
- publishing date
- 2025-12-26
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- instrumental small-group teaching, musical progress, sense of belonging, social inclusion, Swedish art and music school
- in
- Music Education Reasearch
- pages
- 12 pages
- external identifiers
-
- scopus:105019985317
- DOI
- 10.1080/14613808.2025.2573105
- language
- English
- LU publication?
- yes
- id
- cfc4955e-3d7b-47c0-bd8b-0e1a7a4b30b2
- date added to LUP
- 2025-10-28 08:53:13
- date last changed
- 2025-11-04 04:00:41
@article{cfc4955e-3d7b-47c0-bd8b-0e1a7a4b30b2,
abstract = {{Sweden’s art and music schools (SAMS), established in the 1940s, provide<br/>affordable extra-curricular instrumental and singing teaching for every<br/>child, regardless of their family’s financial situation. Tuition is heavily<br/>subsidised, with families contributing only some 7% of the cost. While<br/>SAMS traditionally offer one-to-one instruction, a recent governmental<br/>report (2016) advocates for group teaching, emphasising child-<br/>centeredness and social aspects; however, there are still concerns about<br/>the potential decline in musical proficiency. To better understand the<br/>complex factors that influence pupils’ development and inclusion in group<br/>teaching contexts, I address teachers’ perceptions of group teaching, seen<br/>through the theoretical lens of communities of musical practice, and a<br/>qualitative content analysis using the data from both a focus group<br/>interview study and a stimulated recall study with teachers and leaders at<br/>one SAMS. I have found that while teachers perceive musical development<br/>and social inclusion as distinct, they strive to integrate both in their<br/>teaching, with the argument that they can be mutually beneficial. The<br/>potential risks and benefits of the suggested strategies for differentiation<br/>must be considered, and each teacher’s didactic choices are key for<br/>creating an optimal learning environment for all pupils.}},
author = {{Knutsson, Ida}},
keywords = {{instrumental small-group teaching; musical progress; sense of belonging; social inclusion; Swedish art and music school}},
language = {{eng}},
month = {{12}},
pages = {{1--12}},
series = {{Music Education Reasearch}},
title = {{The relationship between musical development and social inclusion in small-group instrumental teaching}},
url = {{http://dx.doi.org/10.1080/14613808.2025.2573105}},
doi = {{10.1080/14613808.2025.2573105}},
year = {{2025}},
}