Inclusive practices in child-youth orchestras: A case study in Chile

Abstract

To 10 years from Seoul Agenda, inclusive practices are not habitual in Western education systems yet, given that each teaching practice linked to inclusion is conceived as an educational innovation. Teaching practices in child-youth orchestras establish no difference with other educational settings because teacher beliefs are based on teaching styles applied mainly in conservatoires and professional schools of music. The objective of the present study is focused on exploring teacher beliefs that influence on inclusive practices, analysing to a group of instrumental instructors who participate in an orchestral project implemented within a public school. The method entails a nonexperimental qualitative design, given that the selected case is only analysed through observations and interviews. Results display teacher beliefs are focused on providing a secure milieu, where students feel free for giving opinions and practising the singing in order to internalise instrumental melodies. In conclusion, instructors provide sociomusical spaces for reflecting on and discussing issues linked to musical performances and repertoires, given that students have the autonomy for expressing opinions and emotions in a secure milieu.