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Arts & Communication Inclusive musicking: A narrative inquiry

Meanwhile, K, who had been angry earlier, had holding a violin, and were able to play the rhythm.
completely relaxed and was sitting on a sofa in the The homeroom teacher, principal, and vice-
back of the classroom, looking at a picture book. principal all burst into applause. The performance
This book featured many pictures of ladders on the was repeated one more time as an encore and the
cover. Instead of reading the book, K began playing class ended in a state of joy.
with the picture book and pretending that it was
a ladder. Gradually, his movements escalated and 4. Discussion
he started waving the picture book around. Dr. A The following section describes the reflections of the
sat next to K (with a little distance between them) two homeroom teachers (T1 and T2), the two university
and started a conversation, asking things such as students (US1 and US 2), and Dr. A:
“Is your house nearby?” Dr. A also brought up
the topic of picture books, saying, “the book looks Was there anything unexpected, surprising, or noticed
interesting,” after which they shared a lively yet that was different from your usual classes or childcare
relaxed conversation for a while. At the same time, settings?
the other children were busy playing their violins, T1: At first, I wondered what would happen if the
practicing on the electronic keyboard, using their children broke the instruments. However, Dr. A
tablets, and listening to music. told the students at the beginning that it would
Around 12 o’clock, M, who had been repeatedly be okay to touch the violins and play them freely.
playing the same rhythm, made eye contact with The students were able to effectively make sounds
Dr. A. and asked, “Would you like to try playing and learn from the session. They even took it upon
together?” Dr. A grinned and nodded, and said, themselves to apply some pine resin, even though it
“Let’s play the violin together!” Dr. A immediately was an instrument that they did not regularly see.
approached the fifth- and sixth-grade students and Overall, I got the impression that they learned three
asked, “Would you be willing to help out to form a times as much as usual.
little ensemble?” Then, Dr. A handed them violins T2: I thought that it would be a mess, but I was
and taught them the rhythm that M was playing. surprised to find that the students were constantly
The university students also helped teach the engaged in the activities and started using the
rhythm. When the fifth and sixth graders played the instruments and iPads. What is unique about my
rhythm together with Dr. A, like a small orchestra, school is that the students are able to learn in such
the homeroom teacher applauded. Other students a manner, with the support of the teachers and
also joined and said “Wow!” Then, Dr. A stopped university students.
the entire activity and practiced the “takataka tata” US1: We were surprised that the students were
rhythm by clapping his hands. After the students doing totally different activities. However, each one
repeated Dr. A several times, he made the children was learning individually, instead of learning all at
walk and clap as he played the rhythm on his violin. once.
When Dr. A confirmed that everyone had achieved US2: The classroom was divided into two to three
the rhythm, he said, “Let’s practice the violin and spaces.
play the rhythm together!” T2: Both individual assignments and collective
At 12:05, K began to circle the classroom, stopping activities are routinely incorporated. The special
occasionally to clap the newly acquired rhythm with needs class includes more individual assignments
Dr. A, before abruptly picking up the violin. He ran than the so-called elementary school classes. Thus,
up to Dr. A and said, “Teach me that rhythm” with I had the impression that it was somewhat similar
his intense eye gaze. M, who was nearby and still to normal classes. However, it was close to my usual
practicing the rhythm on her violin, played it for K teaching style, and this was why I was able to adapt
and said, “This is it.” K desperately asked M to play more smoothly.
it multiple times, after which he grabbed a violin Dr. A: Musicking’s philosophy, regardless of whether
and began to imitate it himself. M said, “Oh yeah, you sing, dance, or even just listen as a part of
K played it!” and the homeroom teacher who was your participation, has given me the confidence
watching the process said, “Wow!” and gave a big to build my own practice. No matter what the
applause. students chose to do, they were not judged, but their
At 12:15, near the end of the class, everyone learning deepened and was gradually shared. In
gathered around the electronic keyboard, each the end, I think a community was formed through

Volume 2 Issue 4 (2024) 6 doi: 10.36922/ac.2747