Idiocultural music lessons for newcomers in primary education

In what ways can music teachers shape idiocultural music education for newcomers in primary education? 

The aim of the research is to offer valuable musical experiences to children who are fleeing and to better equip (future) music teachers to shape music education within this vulnerable context. 

The research contributes to improving music education at primary schools for newcomers by promoting attention to the personal connection children have with music and by encouraging the sensitivity of the music teacher to the vulnerable context in which the music lesson takes place. 

For the time being, the research focuses on the specialist music teacher, the Music Teacher Training programme (DoMu), and the Dutch school context. In a later phase, we may also explore the role of classroom teachers, other art disciplines, or different refugee contexts. 

This research represents an initial exploration into shaping music lessons for children who are fleeing. 

This may lead to: 

• A better understanding of the value idiocultural music education can have in specific contexts. 
• Insights and practical tools for (future) music teachers to strengthen (their) professional practice in refugee contexts. 
• A preparatory programme (both pedagogical and music-related) developed for the Music Teacher Training students as part of an elective module, internship assignment, or graduation research. 
• A contribution to the development of idiocultural music education as a theory of practice. 

Valorisation takes place through:  

• Collaboration with the Music Teacher Training programme at the Prince Claus Conservatorium, where the research results are directly embedded in the educational curriculum. 
• Sharing practical guidelines and conceptual approaches with the professional field. 
• Potential development of continuing education, refresher courses, workshops, and similar initiatives for practitioners.