“It’s you—not the music”: musical skills in group interventions in multicultural kindergartens

Abstract

ABSTRACT -- This article presents findings from a self-study inquiry conducted in multicultural kindergartens during music group interventions (MGI). The inquiry is based on theories within musicking and communicative musicality. It addresses the claim: “It’s you—not the music” in search for whether this statement might be true or not. My purpose is also to question what is ‘me’ and what is ‘the music’ in this statement. MGIs were conducted for 19 weeks in three different multicultural kindergartens with children aged 3–5 (n=30). All were videotaped. Findings are based on the video material, qualitative interviews, informal talks, and critical friends, and this research material points towards the necessity of musical confidence to be able to make use of musical skills. -- Keywords: teacher competence, didactical conditions, musical skills, musicking, communicative musicality, multicultural kindergarten, self-study