Music: Naturally Inclusive, Potentially Exclusive?

Abstract

This chapter explores the way teaching music lends itself to the inclusive pedagogical approach in action framework, focusing on four key areas: working outside of ability groups, using what learners can do as their starting point, engaging in learning at their own level whilst contributing to a collaborative outcome and developing the whole creative child rather than just a skillset.

Citation

Henley, J. (2015), "Music: Naturally Inclusive, Potentially Exclusive?", Inclusive Pedagogy Across the Curriculum (International Perspectives on Inclusive Education, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 161-186. https://doi.org/10.1108/S1479-363620150000007015