The purpose of this exploratory case study was to document one teacher’s journey as he negotiated the role of music atelierista (music studio teacher) in a school inspired by the Reggio Emilia approach (REA). Through the collection of qualitative data over a one-year time period and subsequent analysis, the author identified and described the processes experienced by the music atelierista as he negotiated his role, the current status of the developing music program, and the conflicts encountered by the music atelierista and the school community. The music atelierista portrayed the development of his role as “a big challenge” and identified conflicts between music teaching and learning and the REA, as well as tensions between working with a large group of children and the REA. These and other barriers to a successful Reggio-inspired music program may be overcome with a clear, shared vision for the role of music in Reggio-inspired schools.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology