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 paper presents the findings of a study that aimed to investigate 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 school, 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 and the nature of their additional support needs. 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 additional support needs were significantly under-represented and offers explanations of the processes by which this occurs.

Widening the gap? The challenges for equitable music education in Scotland

“…Across the case studies though, there was little conspicuous formal mention of how disabled children and young people and those with additional support needs were able to engage with the forms of music provision available. This was consistent with an earlier Scottish study (Moscardini et al ., 2013). Music provision for this group was generally described in terms of additionality and difference rather than thinking about a sense of entitlement for all and taking the inclusion of everyone as a starting point (Allan, 2014).…”

Disability, personalisation and community arts: exploring the spatial dynamics of children with disabilities participating in inclusive music classes

“…It was designed to create a space for them to be immersed in musical experiences from playing an instrument, composing to performance. The catalyst for these classes was the inequity in music tuition identified by Moscardini et al (2012) whose work exposed the dearth of provision and access to musical tuition in schools for disabled children. The study aims were twofold, one to explore the impact of participating in an inclusive music programme on the confidence, identity and wellbeing of children with disabilities, and second to examine the use of personalisation in a community arts context.…”

Developing inclusive practice in Scotland: the National Framework for Inclusion

“…Members of the STEC inclusion group were approached to work with IMS to support the development of inclusive practice. This request arose in response to two related events: the dissemination at an Instrumental Music Services conference of the findings of a research study which showed that there were issues related to access and participation of children with additional support needs in instrumental music lessons (Moscardini, Barron and Wilson, 2013) and a specific recommendation in a Scottish Government report which stated L A professional development for instrumental staff to broaden and extend provision particularly to children with S G…”