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Arts & Communication Inclusive musicking: A narrative inquiry

As a result, a large number of passengers rushed from slipping when holding a Shinai sword. One of
onto the bus. The bus, which usually carries only a the children said, “I can do Kendo. I know it, the
few people, quickly filled to capacity with 60 people, pine resin.” Dr. A showed a bow coated with pine
and it took a long time to get on and off the bus, resin to the students. He also informed each child
causing the bus to be delayed. that when they touch it with their fingers, it is
Dr. A was on the bus, and he contacted the powdery, a little rough, and sticky, and asked them
principal of the elementary school via smart phone to experience it for themselves. The children held
and asked him to inform the students (through their fingers close to their faces to look at and smell
their homeroom teacher) of the delay. He also the powder, after which they discussed what they
contacted the three university students majoring noticed with each other. In this case, the children
in education who had arrived earlier by private were seen showing each other the powder on their
car and instructed them to prepare the classroom fingers.
under the instructions of the homeroom teacher. Around 11:00, Dr. A asked each child to hold a bow
When Dr. A arrived at the elementary school and create a violin sound. At this point, Dr. A held
around 10:40, he found the principal having a the violin parallel to the floor at the knee level of
nice chat with the three university students in his the student sitting, and asked the student to only
office. Dr. A immediately went to the classroom, hold the bow. Dr. A then helped the students place
where the university students and Dr. A introduced the bow on the string and guided all the students
themselves. Dr. A always carefully (yet intuitively) to move the bow back and forth to make sounds
considers whether he shall begin the class activity by without the teacher’s help. Every time a sound was
letting the children explore the violin sound, or play produced, he praised the child by saying things such
the violin and introduce himself at this time. Dr. A as “Ah, that came out” or “It’s a really beautiful
made the decision to introduce himself first because sound.” If the sound was difficult to produce, he
the students seemed relaxed and comfortable in immediately supported them by saying things such
the room with their teachers. Dr. A once again as “Can you try moving it faster?” Usually, when a
explained the story of how the bus was late, after scratchy sound was produced, the students moved
which several children started saying things like, the bow faster such that a ringing tone emerged.
“I’ve been to Okayama to visit my grandpa” and In general, Dr. A carefully watched the students
“I’ve never ridden a bus before.” This lasted about and helped them successfully achieve this first step
a minute. Dr. A is always conscious of maintaining of sound-making. When the children made scratchy
a natural dialogue with the students, nodding to sounds, they were completely serious and silent.
their stories, and answering their questions, even However, when a ringing sound was produced,
if the topic differs from the music and lesson of the the students looked happy and were nodding and
day. smiling at Dr. A, their homeroom teacher, and
Around 10:50, Dr. A picked up a violin from his the children around them. After confirming that
suitcase, tuned it, applied pine resin, and continued everyone was able to produce the sounds to their
speaking to the students. The students kept their satisfaction, Dr. A moved on to the next activity.
eyes on the violin and bow. In this case, 10 violins Around 11:10, the hands-on activity began. Dr. A,
were stored in a large suitcase, along with 10 bows. with the help of three university students, tuned the
Normally, Dr. A arrives early and finishes tuning violins and put pine resin on the bows. When the
and applying pine resin before starting class. students were ready, the university students handed
However, on this day, he started his preparation each violin to the students one by one. This took
after the class started. Consequently, he had to about 10 min. While Dr. A watched as each child
continue talking as he prepared. Meanwhile, the freely played the violin, he gave instruments to the
children were curious and stared at the violin and university students and asked them to make sounds.
Dr. A’s work the entire time. The homeroom teacher took pictures of each child,
He also explained that there would be no sound saying things like, “Wow, that’s an amazing sound”
unless pine resin is applied, after which he played and “That’s so cool.” The university students also
the sound while explaining the difference in the continued to praise them as appropriate.
sound before and after applying the resin. He Around 11:20, K, a third-grade elementary school
explained that pine resin is also used by Kendo student, only held a bow. However, since it was not
players to apply it to their hands to prevent them his turn to play the violin, he asked a university

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