Research Shorts: Musical Development and Social Inclusion in Small-Group Instrumental Teaching

This week, I spoke with Dr Ida Knutsson about her article ‘The relationship between musical development and social inclusion in small-group instrumental teaching’ in Music Education Research (available here).

In her research, Ida investigated group teaching in the Swedish Art and Music Schools (SAMS), a publicly funded and heavily subsidised extra-curricular activity. ‘Group teaching’ is defined in this context as small groups of three to five pupils playing classical orchestra instruments, excluding masterclasses, orchestras, and group teaching as complementary to individual lessons (as in, for example, the Suzuki method). Ida primarily focused on two research questions:

• What do teachers think of the relationship between the social and musical sides of group instrumental teaching?
• What are the tools and strategies that teachers use in small-group instrumental teaching to achieve social inclusion and musical progress?

Ida used a ‘practice-near research’ approach, ensuring that the project was mutually beneficial; she collected data for her research, and the participating teachers were provided with an opportunity for professional development. Group lessons were videoed and watched afterwards in a stimulated-recall approach, and interviews were then used as the primary data-material for her research.

When discussing the results, Ida explained:

“I have found that while teachers perceive musical development and social inclusion as distinct, they strive to integrate both in their teaching, with the argument that they can be mutually beneficial. The potential risks and benefits of the suggested strategies for differentiation must be considered, and each teacher’s didactic choices are key for creating an optimal learning environment for all pupils.”

In her article, Ida examines the topics of the interrelatedness of musical and social aspects, balancing social and musical aims, peer learning, and motivation. The results show that ‘multiple conflicting dynamics coexist in the balance between social inclusion and musical progress. By identifying these tensions, there is the potential to move beyond dualism and the narrow choice between focusing on musical development and social inclusion.’

Ida believes that this research can offer insights, not only to instrumental music teachers in after-school and extra-curricular music education, but also in classroom music education, since there is also simultaneous instrumental teaching in groups in this setting. Ida hopes that her research can be used as inspiration for music teachers, but also to raise the status for music as a subject and show the societal value, providing arguments for the necessity of arts and aesthetic expressions for children, which is often the first thing to go in times of budget crisis.

Ida holds a PhD and MA in Music Education, as well as a BA in Performing Arts, majoring in classical violin and additional 5 levels of Suzuki training. Ida also freelances as a violinist and has taught in multiple Swedish Art and Music Schools, both in small municipalities and in larger cities.

Find out more:

• See Ida Knutsson’s research profiles at the Lund University portal and
• Read Ida’s article ‘The relationship between musical development and social inclusion in small-group instrumental teaching’ in Music Education Research here.
• Read Ida’s article ‘Challenges and tension fields in classical instrumental group tuition: interviews with Swedish Art and Music School teachers’ in British Journal of Music Education here.
• Read Ida’s article ‘Learning classical instruments in a group setting: Swedish art and music school teachers’ strategies for collective and individual progression here.

Written by Kerry Bunkhall – Research Manager for Music Mark