Picture child's feet next to pens, pencils and paper

Open Access research that is helping to improve educational outcomes for children

Strathprints makes available scholarly Open Access content by researchers in the School of Education, including those researching educational and social practices in curricular subjects. Research in this area seeks to understand the complex influences that increase curricula capacity and engagement by studying how curriculum practices relate to cultural, intellectual and social practices in and out of schools and nurseries.

Research at the School of Education also spans a number of other areas, including inclusive pedagogy, philosophy of education, health and wellbeing within health-related aspects of education (e.g. physical education and sport pedagogy, autism and technology, counselling education, and pedagogies for mental and emotional health), languages education, and other areas.

Explore Open Access education research. Or explore all of Strathclyde's Open Access research...

Strathprints

Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools

Moscardini, Lio and Barron, David and Wilson, Alastair (2013) Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools. International Journal of Inclusive Education, 17 (6). pp. 646-662. ISSN 1360-3116

[img] Microsoft Word (Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools)
Who_gets_to_play_Final_submitted_version_with_tables.docx
Preprint
Download (133kB)

Abstract

There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education Authorities that have been developed to provide this facility for pupils. This article presents the findings of a study that was aimed at investigating the extent to which the opportunity to undertake instrumental instruction in Scottish primary schools is equitable. The study employed a mixed-methods approach. Data were gathered from 21 Scottish primary schools, a total pupil population of 5122 pupils of whom 323 pupils were receiving instrumental instruction. The analysis involved an investigation of the academic profile of this group, the representation of children with additional support needs (ASN) and the nature of their ASN. A qualitative analysis of policy and guideline documents and interviews with Heads of Instrumental Services, headteachers and instrumental instructors served to explain and illuminate the quantitative data. The findings showed that particular groups of children with ASN were significantly under-represented and offer explanations of the processes by which this occurs.

Item type: Article
ID code: 40070
Keywords: musical instrument instruction , equity, special educational needs, additional support needs, Musical instruction and study, Primary Education, Education
Subjects: Music and Books on Music > Musical instruction and study
Education > Theory and practice of education > Primary Education
Department: Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
Depositing user: Pure Administrator
Date deposited: 18 Jun 2012 12:39
Last modified: 21 Oct 2018 00:34
Related URLs:
URI: https://strathprints.strath.ac.uk/id/eprint/40070
Export data:
CORE (COnnecting REpositories)