Investigating the relationship between musical development and social inclusion in Swedish instrumental small-group teaching

Swedish art and music schools (SAMS), established in the 1940s, aim to provide affordable extra-curricular instrumental and singing education for all children, regardless of their parents’ economic situation. The tuition is highly subsidized, with families contributing only about 7% of the tuition costs. While traditionally focusing on one-to-one instruction, a recent governmental report (2016) has advocated for group teaching, emphasizing child-centeredness and social aspects. However, concerns persist regarding potential declines in musical proficiency. The UN Convention on the Rights of the Child, since 2020 part of the Swedish constitution, promotes democratic values in all education, including music education in SAMS. This requires teachers to prioritize children's best interests in their teaching methods and approaches.

A focus group interview study was performed with teachers and leaders (n = 14) from one SAMS. Additionally, a stimulated recall study was performed with teachers from the same SAMS (n = 3). By focusing on teachers’ perceptions of group teaching, this study contributes to a deeper understanding of the complex factors that influence students' development and inclusion in group teaching contexts through the theoretical lens of Communities of Musical Practice.

The qualitative content analysis suggests that while teachers often perceive musical development and social inclusion as distinct, they strive to integrate both aspects in their teaching, arguing that these dimensions can be reciprocally beneficial. Potential risks and benefits of suggested strategies for differentiation must be considered, and the teacher’s didactic choices, thus, are important for creating an optimal learning environment for all pupils.