In Music Classrooms: Participants reported that family members, especially parents play an important role in motivating and supporting young music learners. TP3(B) said, “I think that in most cases, really young children might express an interest in music, but it’s really the parents who are the motivating factor in getting them into a structured learning program”. Music teachers reported that they rely on parents while teaching music. T1(S) said, “I actually prefer my students to bring one of their parents to class to guide them while I teach”. TP3(B) also echoed similar thoughts and said, “I really rely on parents [when younger kids are developing technique]. Not necessarily during the lessons but for keeping a lookout for [technique] that is problematic”. Music teachers also highlighted the role of helpers in the music classroom. T2(S) said, “[the helper] was one hundred percent fixing things. She was taking the direction [I gave to the mixed ability class] and making sure that the [blind] child was doing it correctly”.
Music learners also emphasized the importance of having a parent with them in the music classroom. T9(B) said, “When I started piano, my mom would go to lessons with me. She would [make sure] my hands were in the right position and she learnt to read music [so she could remind me] if I forgot”. A15(B) added, “If I’m with my mom or sister, I can [ask them] if I’m holding the instrument correctly”.
Participants emphasized the importance of developing a shared communication style between teachers and students. A16(B) said, “The [most important] thing is that you need to figure out what is the best way for a teacher to explain things to their student”. While T9(B), who is an elementary school music teacher, highlighted the value of familiarizing sighted students with assistive devices and said, “One of the things I do with every new group is I explain to them why I use a cane and that they don’t have to panic if it touches them. I also let them hear what it sounds like when my phone reads something. If [young learners] have never interacted with a blind person, they can get nervous because it’s different”.