Peer-Assisted Learning and Interactions in Inclusive Music Classrooms

Abstract

Contemporary music classrooms include a beautiful mosaic of individual children from diverse backgrounds, children who vary considerably in their capabilities, interests, and levels of motivation. Some of the variations we observe are related to social skills and knowledge. The effects of appropriate classroom behavior and positive social relationships on children’s success in school are well known. Although ideas associated with peer-assisted learning may be familiar to many music teachers, they take on greater importance when considering how these practices can help build a climate of inclusion in music classrooms and create positive classroom environments where all children learn and have a sense of belonging. The purpose of this article is to describe the benefits of positive, frequent peer interactions; to describe briefly the underlying theories and research supporting the practices of peer-assisted learning; and to provide classroom applications and benefits of music teachers’ collaborations with other professionals.