What is Inclusive Education and why is it important? What does inclusion look, sound and feel like in the Music room? This interactive session explores the barriers to accessing Music education faced by children with disabilities and those from diverse cultural and socio-economic backgrounds, and introduces the Universal Design for Learning (UDL) framework. UDL is a well-established approach to teaching that guides the development of programs, assessments and lessons that are accessible by all students, including those with disabilities. Through the lens of UDL we will explore practical steps we can take to craft an attitude, teaching space and program that makes Music accessible to all students regardless of their backgrounds and their physical, neurological, behavioural and social-emotional abilities. This session draws on the presenter’s experience teaching children with special needs alongside students without special needs at an Inclusive Education primary school.
Day 2
This session will engage delegates in a range of games and activities to use in the secondary music classroom. With a focus on active participation, movement, singing and musicianship, delegates will discover the power of game play and experiential learning through the secondary years.
Narratives of young adolescents’ musical flourishing in Kodály-inspired class music education
- This research / paper session will include two papers in the one session
Music education is a powerful force in shaping and supporting young adolescents’ musical identities and wellbeing. Self-determination theory and basic psychological needs theory provide a lens to examine how music education contributes to young people living well. This presentation presents narrative vignettes of six Year 9 boys I was teaching at the time, describing their experiences in a Kodály-inspired class music program. During their interviews, students completed a draw and tell task to the question, “What do you enjoy about class music?”. Their stories and drawings expose a community of engaged music learners and how class music satisfied their psychological needs of competency, relatedness, and autonomy, supporting young adolescents to flourish in, through, and with music.
- This research / paper session will include two papers in the one session
“That wouldn’t work at this school”: Influences of a music teacher’s enacted pedagogy
A music teacher’s enacted pedagogical approaches are influenced by many factors, yet the current understandings and methods of music teachers remain under-researched.
This presentation will explore and summarise academic research completed in 2023 through the University of Queensland. The research involved interviewing eight music teachers across Queensland and focused on the teachers’ own education, their current practice and a reflection of their thoughts on different approaches which included Kodály. Subsequently, through thematic analysis, 5 themes were identified. This research has potential implications for teacher education, how teachers select pedagogy and opportunities for teachers to reflect on how they utilise music education approaches. This presentation provides an opportunity for you to reflect on your own practice and collaborate with colleagues.