The relationship between musical development and social inclusion in small-group instrumental teaching

May combine two claims.

Schellenberg et al. (2015) conclude that ukulele groups foster sympathy, social cohesion, cooperation, and prosocial behaviour among children.

“Schellenberg et al. (2015) conclude that ukulele groups foster sympathy, social cohesion, cooperation, and prosocial behaviour among children”

• cites Schellenberg et al. (2015) sourcePartly supported

  The Discussion says group music lessons may contribute to social cohesion by increasing sympathy and prosocial behavior, and it links the findings to cooperation. But it explicitly limits the observed benefits to children who began with poor social skills; the claim omits that qualification. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

May combine two claims.

On the few occasions where participants discussed the interrelationship between social and musical aspects, it was often as an ideal situation, difficult to articulate and even more difficult to achieve in practice.

“On the few occasions where they did discuss the interrelationship, it was often as an ideal situation, difficult to articulate and even more difficult to achieve in practice.”

Classified as probably not a substantial claim.

Despite a wealth of data, the discussion in the focus group interviews was often general, with teachers referring to what they often, usually, and seldom do rather than offering detailed examples.

“Despite a wealth of data, the discussion in the FGIs was often general, with teachers referred to what they 'often', 'usually', and 'seldom' do in their group teaching, rather than offering detailed examples.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Participants used hedging language revealing uncertainty about the extent to which the musical and social domains are genuinely interlinked in practice.

“participants used hedging language -'I hope', 'I think', 'I believe', 'sort of', 'often' -revealing their uncertainty about the extent to which the musical and social domains are genuinely interlinked in practice.”

May combine two claims.

Participating teachers frequently spoke of tension between musical progress and social inclusion, acknowledging the importance of both goals while struggling to balance competing demands.

“Participating teachers frequently spoke of the tension between musical progress and social inclusion, acknowledging the importance of both goals while struggling to balance competing demands, as their discussions of differentiation strategies, peer learning, and motivation showed.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Nora added that being a good musician also entailed being able to play well with others.

“She added that being a good musician also entailed being able to play well with others.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

Anna said the tension between progress and inclusion was something she was always thinking about, and which colleagues often posed as diametric opposites.

“In an interview before the SR study, Anna (Interview) said the tension between progress and inclusion was something she was always thinking about, and which colleagues often posed as diametric opposites.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Nora talked of the challenge of accommodating different abilities and needs, and how to find the middle ground where it was neither too stressful for one pupil nor too slow and boring for another.

“Similarly, Nora (Interview) talked of the challenge of accommodating different abilities and needs, and how to find the middle ground where it was neither too stressful for one pupil nor too slow and boring for another.”

May combine two claims.

Participants primarily discussed inclusion and progress as distinct elements in group teaching, and negotiated how to balance one against the other.

“Participants primarily discussed inclusion and progress as distinct elements in group teaching, and negotiated how to balance one against the other.”

Classified as probably not a substantial claim.

Nora said that if pupils are safe and happy it will positively impact their music playing.

“If they are safe and happy it will positively impact their music playing”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

El Sis 2 said a teacher's ambition for musical advancement cannot be allowed to negatively impact the child's experience.

“Echoing this statement, El Sis 2 (FGI 2) said a teacher's ambition for musical advancement cannot be allowed to negatively impact the child's experience.”

May combine two claims.

Stimulated recall participants frequently spoke of keeping all pupils active throughout their lessons by playing the same song multiple times, and used creative variations to avoid monotony in this non-differentiation strategy.

“Participants in the SR study frequently spoke of keeping all pupils active throughout their lessons by playing the same song multiple times, and to avoid monotony in this non-differentiation strategy they had creative variations, such as altering the tempo or incorporating playful challenges, such as playing standing on one leg.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Anna's perception was that pupils find it meaningful, a socially and musically developing thing, but she hedged this as her impression.

“My perception is that these pupils … Partly, it is a musical activity to come here, but it is also social and that those correlates.At least I believe that they feel it is meaningful.Sort of, a socially and musically developing thing.I think.I hope so.But this is sort of my impression.(Interview)”

Probably not a substantial claim: may not pass S3 (load-bearing).

The relationship between motivation and musical progress emerged as a central theme in the focus group discussions.

“The relationship between motivation and musical progress emerged as a central theme in the focus group discussions.”

Probably not a substantial claim: may not pass S3 (load-bearing).

El Sis 4 reflected on the importance of maintaining group cohesion, prioritising a sense of affiliation and safety as the reason for differentiating within the group.

“El Sis 4 (FGI 2) reflected on the importance of maintaining group cohesion, prioritising a sense of affiliation and safety as the reason for differentiating within the group, such as playing different musical parts.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

Nora said that often it is a win-win situation, and what is good for one is often good for everything else.

“Often it is a win-win situation.What is good for one is often good for everything else.(SR 1)”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

Nora suggested that the emphasis on progression may originate from the teacher.

“She also suggested that the emphasis on progression may originate from the teacher.”

Classified as probably not a substantial claim.

Teachers argue that musical development and social inclusion can be mutually beneficial.

“with the argument that they can be mutually beneficial.”

• Also stated in: § Name Description Difficulties achieving the goal S = goals · hedged

  “How these two interact and help each other Teachers discussing the potentially mutually beneficial relationship between social inclusion (the pupil enjoys the social aspect of being in the group) and musical progress (the pupil develops their musical abilities).”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing). May combine two claims.

Nora said her main objective is to develop pupils' musical skills, and that to achieve musical excellence it is crucial they continue with lessons.

“Nora (FGI 4) said she wanted pupils to long for their music lessons, but equally that her main objective is to develop their musical skills, and to achieve musical excellence it is crucial they continue with lessons.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Nora, Anna, and Liam all had pedagogical and artistic training from higher education institutions, something they believed affected their teaching.

“Nora, Anna, and Liam all had pedagogical and artistic training from higher education institutions, something they believed affected their teaching (FGI 4).”

May combine two claims.

Peer learning was not limited to helping one another in only one way, but also included finding a common language and creating a common knowledge base.

“Peer learning was not limited to helping one another in only one way, but also included finding a common language and creating a common knowledge base.”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

Liam hoped that one leads to the other.

“Well, I hope that … one leads to the other.(Interview)”

Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing).

Trad 1 said the pressure for rapid progress may also come from parents, particularly those from the wealthier parts of the city.

“Another perspective, offered by Trad 1, was that the pressure for rapid progress may also come from parents, particularly those from the wealthier parts of the city.”

Classified as probably not a substantial claim.

Nora said she had never had a group that did not function socially but still made a good sound together.

“Later she said she had never had a group that did not function socially but still made a good sound together”

May combine two claims.

The sample size is relatively small, comprising only sixteen participants in total, only one of which participated in both phases (Nora).

“First, the sample size is relatively small, comprising only sixteen participants in total, only one of which participated in both phases (Nora).”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The interviews were video recorded and transcribed verbatim.

“The interviews were video recorded and transcribed verbatim.”

May combine two claims.

Differentiating in lessons by assigning pupils different musical parts of varying difficulty can maintain group cohesion, but risks marginalising less advanced pupils, potentially undermining inclusion.

“For instance, differentiating in lessons by assigning pupils different musical parts of varying difficulty can maintain group cohesion, but risks marginalising less advanced pupils, potentially undermining inclusion.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The commission of inquiry (SOU 2016:69) found group teaching meets children's social needs and is therefore child-centred.

“The commission of inquiry (SOU 2016:69) also found group teaching meets children's social needs and is therefore child-centred.”

• cites SOU 2016:69Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Both factors appear to contribute to pupils' engagement, suggesting that a balanced approach is optimal.

“Both factors appear to contribute to pupils' engagement, suggesting that a balanced approach is optimal.”

Classified as probably not a substantial claim.

Teachers' differentiation strategies can be conceptualised along an imagined continuum, with one end prioritising inclusion and the other progress.

“Teachers' differentiation strategies can be conceptualised along an imagined continuum, with one end prioritising inclusion and the other progress.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The studies were designed and conducted in a manner that avoided or minimised harm.

“Under the rules of the Swedish Research Council (Vetenskapsrådet 2024) and in accordance with the Declaration of Helsinki, the studies were designed and conducted in a manner that avoided or minimised harm.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There is the risk that participants describe idealised versions of their practice, which may not reflect their actual behaviour.

“Additionally, there is the risk that participants describe idealised versions of their practice, which may not reflect their actual behaviour.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Participants were given written and verbal information about the studies in advance, and informed consent was obtained in writing from teachers and parents.

“Participants were given written and verbal information about the studies in advance, and informed consent was obtained in writing from teachers and parents.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In 2016, an independent inquiry (SOU 2016:69) recommended group teaching as the new norm, as it is cost effective, cuts fees, and shortens waiting lists.

“In 2016, an independent inquiry (SOU 2016:69) recommended group teaching as the new norm, as it is cost effective, cuts fees, and shortens waiting lists.”

• cites SOU 2016:69Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

These strategies are designed to enhance the validity of the findings, while maintaining ethical standards and respecting teachers and pupils.

“These strategies are designed to enhance the validity of the findings, while maintaining ethical standards and respecting teachers and pupils.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Participants have been anonymised to protect their real names, ages, and instruments.

“Participants have been anonymised to protect their real names, ages, and instruments.”

Probably not a substantial claim: may not pass S2 (checkable).

The findings suggest that a balanced approach which prioritises both musical progress and social inclusion is essential for a supportive, enriching learning environment.

“The findings suggest that a balanced approach which prioritises both musical progress and social inclusion is essential for a supportive, enriching learning environment.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Lilliedahl and Georgii-Hemming (2009) suggest that parents expect that by learning an instrument at a SAMS their child will develop both musically and socially.

“a study by Lilliedahl and Georgii-Hemming (2009) suggests that parents expect that by learning an instrument at a SAMS their child will develop both musically and socially.”

• cites Lilliedahl and Georgii-Hemming (2009) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Ethical approval was obtained from the Swedish Research Council.

“Ethical approval was obtained from the Swedish Research Council (Dnr 2020-06920).”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based). May combine two claims.

The limited possibilities for individualised correction inherent in group instruction may lead to slower progress, which traditional teachers may find stressful since rapid progress is often a measurement of successful teaching.

“The limited possibilities for individualised correction inherent in group instruction may lead to slower progress, which traditional teachers may find stressful since rapid progress is often a measurement of successful teaching.”

• AssumptionRests on an assumption: Rapid progress is often a measurement of successful teaching.

Probably not a substantial claim: may not pass S2 (checkable).

By framing musical and social goals not as opposing forces but as points on a fluid continuum, the pressure on teachers to 'choose correctly' and justify their position may be alleviated.

“By framing musical and social goals not as opposing forces but as points on a fluid continuum, the pressure on teachers to 'choose correctly' and justify their position may be alleviated.”

Classified as probably not a substantial claim.

Ordo (2018) finds that prospective instrumental teachers hesitate to engage with the emotional and social challenges of group teaching.

“Ordo (2018) finds that prospective instrumental teachers hesitate to engage with the emotional and social challenges of group teaching.”

• cites Ordo (2018)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The final focus group interview was recorded and transcribed in full.

“FGI 4 too was recorded and transcribed in full.”

May combine two claims.

Potential risks include an overreliance on group interaction perhaps hindering pupils' musical independence, as illustrated by Liam's pupil who 'peer learned' without acquiring sufficient music-reading skills.

“Potential risks include an overreliance on group interaction perhaps hindering pupils' musical independence, as illustrated by Liam's pupil who 'peer learned' without acquiring sufficient music-reading skills.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

According to the Swedish Arts Council (2019), group teaching is increasingly common in Sweden, although individual teaching still dominates.

“According to the Swedish Arts Council (Kulturrådet 2019), it is increasingly common, although individual teaching still dominates.”

• cites Kulturrådet 2019Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

To mitigate the interpretative bias, there were multiple checks throughout the study, including clarifications and offering the SR study participants the opportunity to comment on a draft of the analysis prior to submission.

“To mitigate the interpretative bias, there were multiple checks throughout the study, including clarifications and offering the SR study participants the opportunity to comment on a draft of the analysis prior to submission.”

Classified as probably not a substantial claim.

Communities of musical practice holds that musical learning and its social setting mutually reinforce each other.

“My theoretical framework is the sociocultural theory of communities of musical practice -a 'process of collective music-making' that is 'at once both musical and social' (Kenny 2016, 128) -which holds that musical learning and its social setting mutually reinforce each other.”

• cites Kenny 2016 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Each differentiation strategy carries inherent advantages and drawbacks.

“Each differentiation strategy carries inherent advantages and drawbacks.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Ratliff (2021) argues that music activities can cultivate reciprocity and enhance peer acceptance.

“Ratliff (2021), for example, argues that music activities can cultivate reciprocity and enhance peer acceptance.”

• cites Ratliff (2021)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

The lessons were videotaped, the teacher and researcher met to watch and discuss the footage after each lesson, and those interviews were audio-recorded and transcribed verbatim.

“The lessons were also videotaped, and the teacher and the researcher met to watch and discuss the footage after each lesson.Those interviews were audio-recorded and transcribed verbatim.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There is interpretive privilege.

“Third, there is interpretive privilege.”

Classified as probably not a substantial claim. May combine two claims.

Children appreciate doing things together, which can be the motivation essential for musical progress.

“Children appreciate doing things together, which can be the motivation essential for musical progress.”

Probably not a substantial claim: may not pass S2 (checkable).

If the social and musical aspects are considered antinomies rather than binary opposites, there is the potential to move beyond the perceived dualism.

“If the social and musical aspects are considered antinomies rather than binary opposites, there is the potential to move beyond the perceived dualism.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

FGIs may have group dynamics that suppress minority viewpoints, leaving participants to conform to majority opinion.

“FGIs may have group dynamics that suppress minority viewpoints, leaving participants to conform to majority opinion.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Rather than being their actual recollections, teachers' explanations could be a way of rationalising their actions.

“Rather than being their actual recollections, teachers' explanations could be a way of rationalising their actions.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Ratliff's study suggests that a sense of belonging is achieved by social and musical means that are interdependent.

“Her study suggests that a sense of belonging is achieved by social and musical means that are interdependent.”

• cites Ratliff (2021)Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

Conceptualising children's music groups as communities of musical practice may help diminish the hierarchical power dynamics traditionally associated with teacher-led instruction, redistributing agency to pupils and lightening the weight of the teacher's responsibility for the lesson.

“Conceptualising children's music groups as communities of musical practice may help diminish the hierarchical power dynamics traditionally associated with teacher-led instruction, redistributing agency to pupils and lightening the weight of the teacher's responsibility for the lesson.”

• cites Kenny (2016) sourceNot checked — no full text of the source
• cites Barrett (2005) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Both teachers and pupils may try harder than they usually would, 'giving a performance'.

“Both teachers and pupils may try harder than they usually would, 'giving a performance'.”

May combine two claims.

Lilliedahl and Georgii-Hemming (2009) find individual teaching is more closely tied to musical progress, but group teaching to the development of social skills.

“however, they find individual teaching is more closely tied to musical progress, but group teaching to the development of social skills.”

• cites Lilliedahl and Georgii-Hemming (2009) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Despite rigorous analytical procedures, the findings necessarily represent the author's interpretation of participants' statements, which in turn are interpretations of the children's experiences.

“Despite rigorous analytical procedures, the findings necessarily represent my interpretation of participants' statements, which in turn are interpretations of the children's experiences.”