Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools

Lio Moscardini, David Barron, Alastair Wilson

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education Authorities that have been developed to provide this facility for pupils. This article presents the findings of a study that was aimed at investigating the extent to which the opportunity to undertake instrumental instruction in Scottish primary schools is equitable. The study employed a mixed-methods approach. Data were gathered from 21 Scottish primary schools, a total pupil population of 5122 pupils of whom 323 pupils were receiving instrumental instruction. The analysis involved an investigation of the academic profile of this group, the representation of children with additional support needs (ASN) and the nature of their ASN. A qualitative analysis of policy and guideline documents and interviews with Heads of Instrumental Services, headteachers and instrumental instructors served to explain and illuminate the quantitative data. The findings showed that particular groups of children with ASN were significantly under-represented and offer explanations of the processes by which this occurs.
LanguageEnglish
Pages646-662
Number of pages17
JournalInternational Journal of Inclusive Education
Volume17
Issue number6
Early online date27 Jul 2012
DOIs
Publication statusPublished - 2013

Fingerprint

primary school
pupil
equity
instruction
music
obligation
instructor
Group
Pupil
Primary School
Musical Instruments
Equity
interview
learning
education
experience
Instrumental music

Keywords

  • musical instrument instruction
  • equity
  • special educational needs
  • additional support needs

Cite this

@article{ebcc569a9a5f4d5a8d199133b1962f28,
title = "Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools",
abstract = "There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education Authorities that have been developed to provide this facility for pupils. This article presents the findings of a study that was aimed at investigating the extent to which the opportunity to undertake instrumental instruction in Scottish primary schools is equitable. The study employed a mixed-methods approach. Data were gathered from 21 Scottish primary schools, a total pupil population of 5122 pupils of whom 323 pupils were receiving instrumental instruction. The analysis involved an investigation of the academic profile of this group, the representation of children with additional support needs (ASN) and the nature of their ASN. A qualitative analysis of policy and guideline documents and interviews with Heads of Instrumental Services, headteachers and instrumental instructors served to explain and illuminate the quantitative data. The findings showed that particular groups of children with ASN were significantly under-represented and offer explanations of the processes by which this occurs.",
keywords = "musical instrument instruction , equity, special educational needs, additional support needs",
author = "Lio Moscardini and David Barron and Alastair Wilson",
year = "2013",
doi = "10.1080/13603116.2012.705338",
language = "English",
volume = "17",
pages = "646--662",
journal = "International Journal of Inclusive Education",
issn = "1360-3116",
number = "6",

}

Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools. / Moscardini, Lio; Barron, David ; Wilson, Alastair.

In: International Journal of Inclusive Education, Vol. 17, No. 6, 2013, p. 646-662.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schools

AU - Moscardini, Lio

AU - Barron, David

AU - Wilson, Alastair

PY - 2013

Y1 - 2013

N2 - There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education Authorities that have been developed to provide this facility for pupils. This article presents the findings of a study that was aimed at investigating the extent to which the opportunity to undertake instrumental instruction in Scottish primary schools is equitable. The study employed a mixed-methods approach. Data were gathered from 21 Scottish primary schools, a total pupil population of 5122 pupils of whom 323 pupils were receiving instrumental instruction. The analysis involved an investigation of the academic profile of this group, the representation of children with additional support needs (ASN) and the nature of their ASN. A qualitative analysis of policy and guideline documents and interviews with Heads of Instrumental Services, headteachers and instrumental instructors served to explain and illuminate the quantitative data. The findings showed that particular groups of children with ASN were significantly under-represented and offer explanations of the processes by which this occurs.

AB - There is a widely held view that learning to play a musical instrument is a valuable experience for all children in terms of their personal growth and development. Although there is no statutory obligation for instrumental music provision in Scottish primary schools, there are well-established Instrumental Music Services in Local Education Authorities that have been developed to provide this facility for pupils. This article presents the findings of a study that was aimed at investigating the extent to which the opportunity to undertake instrumental instruction in Scottish primary schools is equitable. The study employed a mixed-methods approach. Data were gathered from 21 Scottish primary schools, a total pupil population of 5122 pupils of whom 323 pupils were receiving instrumental instruction. The analysis involved an investigation of the academic profile of this group, the representation of children with additional support needs (ASN) and the nature of their ASN. A qualitative analysis of policy and guideline documents and interviews with Heads of Instrumental Services, headteachers and instrumental instructors served to explain and illuminate the quantitative data. The findings showed that particular groups of children with ASN were significantly under-represented and offer explanations of the processes by which this occurs.

KW - musical instrument instruction

KW - equity

KW - special educational needs

KW - additional support needs

UR - http://www.tandfonline.com/loi/tied20

U2 - 10.1080/13603116.2012.705338

DO - 10.1080/13603116.2012.705338

M3 - Article

VL - 17

SP - 646

EP - 662

JO - International Journal of Inclusive Education

T2 - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1360-3116

IS - 6

ER -