Music Teaching Strategies in Inclusive Elementary Classroom:
Perspective of Music Teachers' Experiences

Amtipa Sinlapaphiboon¹, Natee Chiengchana², Ni-on Tayrattanachai³

²natee.che@mahidol.ac.th

Abstract

The purpose of this qualitative study was to study music teaching strategies for inclusive elementary classroom from perspective of six music teachers' experience. The data were collected by semi-structured interviews, non-participant observation in an inclusive music classroom and reviewing document related to music teaching strategies for inclusive elementary classroom. Qualitative data were analyzed using inductive data analysis. The results were presented in the form of narrative data. The results showed that music teachers presented four perspectives related to music teaching strategies in an inclusive classroom which were 1) understanding and realization of individual needs of the students and consulting with special education teachers to collaboratively design the lesson; 2) designing the instruction to meet student's potential; 3) using various techniques to effectively support the instruction including clear and easy instructions, frequently motivating students response throughout the lesson, using peer-assisted learning and enjoyable activities; and 4) adapting the instruction to suit to students' needs.

Keywords: Music, Teaching strategies, Inclusive classroom, Elementary education
   ²Corresponding Author, Ratchasuda College, Mahidol University