Musik inklusiv unterrichten – Inklusiv unterrichten mit Musik. Überlegungen, Ansätze und Perspektiven zur Verbindung fachlicher und inklusiver Aspekte aus deutscher Sicht

Abstract

This article analyzes the different interpretations of inclusion in German music pedagogy, and goes on to consider two different perspectives (“teaching music in an inclusive way” and “teaching inclusively with music”) in discussing the possible relationships between music and inclusion. The example of a teacher training project shows how the two approaches mentioned above can be mutually linked, in view of the development of both didactic practices and theoretical reflection. In conclusion, in considering possibilities for a collaboration between institutions, and paying special attention to teacher training in the German area, a series of hypotheses are made, aiming at a further development of inclusive approaches in the domains of music and music education.