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Arts & Communication Inclusive musicking: A narrative inquiry

such music-making. I was happy to learn that the over and over again, or listen to long songs,
activities were similar to those in regular classes. which created a relationship with learning. It was
Once again, I realized that musicking and special definitely different from a normal music class.
needs education have a high affinity. US1: It was impressive to see them helping one
Although K left, what were the factors that allowed him another and learning together.
to return and become involved in the learning activities? US2: The sixth graders were all patient and
supportive to the younger students.
T1: I think the main thing was that when he came
back, he did not get criticized nor did he receive Were any other things noticed?
any particular praise. I believe that this helped him US1: I liked how the students communicated by
gradually return to the learning activities. playing the violin and piano together. I noticed a
T2: When he came back, everyone was engaged lot of good things about the students and praised
in their own activities and the music. Hence, he them. For example, there was one child who was
was able to calm down simply by watching them. playing the violin for a long time and gradually
If you say something like “It’s good to see you getting better.
back,” it would have made him feel defensive and US2: There was a child who continued to play
had a negative effect. I think everyone around the violin even when the other children were
me was aware of what happened, but I had gone researching their favorite music. I felt that he had
to the bathroom and the class went on without the ability to continue doing one thing for a long
interruption. I think he was also interested in time.
the electronic keyboard and tablets. It was good Dr. A: The girl who continued to play the violin,
to see everyone playing music, regardless of their the girl who diligently practiced the electronic
differences. keyboard, and the students who listened to
US1: The teachers did not try to force K to return, music by searching for various things on their
but instead watched over him until he calmed tablets: I think they all deeply learned about their
down. specialized contents. I believe that by engaging
US2: When I returned, the atmosphere was the in a musicking-like relationship, these seemingly
same as before I left. different learning contents and personalities were
Dr. A: Actually, I was thinking about how to perfectly harmonized, creating a great learning
involve K from the very beginning. I was worried environment. To an extent, I took the lead as a
and nervous when he left the room, but I was glad teacher, but I realized that the majority of the
when he returned. In the end, when he said, “Teach activities were structured in dialogue, which is a
me that rhythm,” he clearly showed a desire to prerequisite for musicking. I felt that we were able
learn. I was glad that he could participate in the to share an interactive and deep learning experience
ensemble. This would not have been possible with a that cannot be obtained in a so-called music class
group teaching method such as the usual recorder format where everyone learns the same content.
method. Overall, this application of musicking was successful
What was impressive about the interactions between in creating an inclusive learning environment. First, the
the students in the different grade levels? musicking approach involved simply performing music
T1: A younger student asked an older one to borrow without forcing the students to listen, inviting them to
his violin bow. At first, he was unable to organize join the activity of listening. Second, the choices provided
his feelings and lend the item. However, after the by the researchers offered students an opportunity to find
teacher spoke to him, he was able to organize his the most suitable method of participation. In this regard,
feelings and do so. musicking encouraged the students to participate by
T2: The older students are usually able to take offering multiple choices of activities.
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care of the younger ones; therefore, I think the Elliot, in the realm of music education, used the term
interaction was as usual. As usual, although the “Musicking” (with a capital M) to describe the broader
older students had never played the violin before, characteristics of musicking as a multi-dimensional,
they were learning normally and helping one inclusive, and reflective practice. Elliot also argued that
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another, which I thought was amazing. The flow “there can be no such thing as a course or class called
of the class was similar to usual, and there was no general music,” and that “any kind of general or liberal
need to listen to multiple explanations, practice education in music must always be a specialized music

Volume 2 Issue 4 (2024) 7 doi: 10.36922/ac.2747