Encountering disability in music: Exploring perceptions on inclusive music education in higher music education

M. Bremmer
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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.
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在音乐中遭遇残疾:探索高等音乐教育中对包容性音乐教育的看法
这项研究评估了阿姆斯特丹音乐学院的一个艺术家驻留项目(AIR项目),重点是包容性音乐教育。为了这个项目,音乐学院邀请了苏格兰德雷克音乐组织与其学生合作。该项目的目的是为学生提供音乐技术方面的实用技能,讨论残疾的社会模式,并与患有严重身体残疾的音乐家一起在包容性的音乐合奏中演奏。通过对学生的在线问卷调查和对AIR项目负责人、残疾音乐家和德雷克音乐苏格兰公司的两位研讨会负责人的在线半结构访谈,探讨了学生的感知学习体验、项目的经验价值以及改进建议。研究结果表明,在学习音乐技术方面的实用技能的同时,学生们以积极的方式改变或拓宽了他们对残疾人和包容性音乐制作的看法。此外,与会者认为,该项目创造了一个可以体验“花足够的时间”和“归属感”的空间;这些价值观在包容性音乐环境中很重要,因为它们可以赋予残疾音乐家权力。类似项目的主要建议是,学生希望获得包容性音乐教育的实践经验。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
期刊介绍: Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.
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