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Instrumental instruction in primary schools
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Opening the pathway: Instrumental instruction in
primary schools
Dundee19th January 2012
Dr Lio Moscardini
School of EducationUniversity of [email protected]
Pathways to the Profession
Background
The research study
Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schoolsDr Lio Moscardini, David S. Barron & Alastair Wilson
Funded by SEMPRE ( Society for Education, Music and Psychology Research) Buck Award
Who gets to play?
Conceptual framework
Musical activity as a right
Equity and equality of opportunity
Research question
Is there equality of opportunity for Primary school children to receive instrumental music lessons?
Study design
Mixed methods approach
Analysis - (non- comparative)
30 primary schools - 10 in each Local Authority
Questionnaires, data collection sheets Policy documents and handbooksInterviews
Roll of school/ number of pupils receiving instrumental instruction (II) with and without ASN
ASN Total (Proportion)
Yes No
Total roll of all schools
1157 3965 5122(1: 4.43)
Total number of pupils receiving II
45 278 323(1: 7.18)
Attainment levels for the 323 pupils receiving instrumental instruction
Nature of additional support needs
Rhetoric of inclusion
‘ to help as many pupils as possible realise their musical potential’
Process for selection
Inherent tensions and challenge in fulfilling these aspirations
Interviews Purpose and allocation of provision‘To produce new musicians’
Selection process‘ I hate the selection process… it’s a way of dealing with the numbers’‘ would actively seek opportunities for children with ASN – so long as
they show ability… not if they can’t hold the instrument’
Equality of opportunity‘ …there are certain criteria but obviously it’s open to anyone that
wants it.’
Professional development
Conclusion
‘Equality of opportunity is more than having a representation of children with additional support needs (however we define that term) involved in instrumental instruction.
It means having the opportunity to participate fully in terms of the individual and respectful of the individual’s capacity and desire to participate rather than acceptance into participation being determined by external qualitative measures of performance and aesthetics.’
