Inclusive elementary school musicking practice for Japanese students with special needs: A narrative inquiry

Abstract

Musicking is an old, yet new concept of music-making. The term, first proposed by anthropologist Christopher Small, intended to reinterpret music as not merely an act but also as an object. While musicking, anyone can participate in musical activities, which include singing, dancing, improvisation, and listening to musicking sessions. This study examines the use of musicking strategies in a Japanese elementary school with special needs students. The initial participants comprised 10 students from the first to sixth grades from a public elementary school in the northern part of Okayama Prefecture, Japan. Dr. A, the lead researcher of this study, is a violinist–teacher–researcher with professional orchestra experience in the United States. His career as a guest music teacher spans more than 20 years. In addition, two homeroom teachers and two university students supported the research project as participant observers. Based on Dr. A’s related practice in this area, this study explored musicking with a special emphasis on student inclusion. By applying a narrative inquiry and multivocal ethnography, this study investigated various events that were experienced in the musicking practice. Finally, the participants co-constructed a research-based narrative, focusing on creating a learning environment enabling all participants to build a musical community together. By synthesizing the participants’ thoughts, providing insights into musicking practice, exploring unexpected events, and utilizing the intuitive nature of music, the participants identified an approach for a comprehensive model for musicking.