Encountering Disability in Music: Exploring Perceptions on Inclusive Music Education in Higher Music Education

Autor/in	Bremmer, Melissa
Titel	Encountering Disability in Music: Exploring Perceptions on Inclusive Music Education in Higher Music Education
Quelle	In: Research Studies in Music Education, 45 (2023) 3, S.512-524 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bremmer, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1321-103X
DOI	10.1177/1321103X231165222
Schlagwörter	Inclusion; Students with Disabilities; Music Education; Musicians; Teacher Student Relationship; Information Technology; Music Activities; Program Descriptions; Student Attitudes; Administrator Attitudes; Workshops; International Cooperation; Foreign Countries; Social Justice; Netherlands (Amsterdam); United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Musikerziehung; Musiker; Teacher student relationships; Lehrer-Schüler-Beziehung; Informationstechnologie; Musikalische Aktion; Schülerverhalten; Lernwerkstatt; Schulung; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Soziale Gerechtigkeit
Abstract	This research study evaluated an Artist-in-Residence-project (AIR-project) at the Conservatory of Amsterdam, focusing on inclusive music education. For this project, the Conservatory invited the organization Drake Music Scotland to work with its students. The project's aim was to provide students with practical skills regarding music technology, to discuss the social model of disability, and to play in an inclusive music ensemble with a musician with a severe physical disability. The perceived learning experiences of students, the experienced value of the project, and recommendations for its improvement were explored through online questionnaires with the students and online semistructured interviews with the AIR-project leader, the musician with a disability, and the two workshop leaders of Drake Music Scotland. Findings suggest that alongside learning practical skills regarding music technology, students changed or broadened their perceptions about people with disabilities and inclusive music-making in positive ways. Furthermore, participants valued that the project created a space in which "taking enough time" and "belonging" could be experienced; these values are important in inclusive music environments as they can empower musicians with disabilities. The main recommendation for similar projects was that students wanted to gain hands-on experience in inclusive music education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01