Educational potential of digital music-making media in inclusive music classrooms

Digitale Musiziermedien bieten, so die zentrale These des Beitrags, Gelegenheiten für transformatorische Bildungsprozesse in einem inklusionsorientierten Musikunterricht. Der Beitrag will diese Gelegenheiten und Begrenzungen näher bestimmen. Ausgehend von Befunden aus dem BMBF-geförderten Projekt be_smart werden dazu Überlegungen zur musikpädagogischen Arbeit mit Schülerinnen und Schülern mit sonderpädagogischem Unterstützungsbedarf im thematischen Dreieck von musikalischer Bildung, Disability und digitalen Musiziermedien skizziert.Digital music-making media may offer opportunities for transformative educational processes in inclusion-oriented music lessons. The paper aims to describe these opportunities and limitations in more detail. Based on findings from the BMBF-funded project be_smart, considerations on music education with pupils with special educational needs in a thematic triangle of music education, dis*ability and digital music-making media are outlined. In special education concepts for music classrooms with conventional instruments, potential for promoting self-efficacy experiences and communication competencies are often emphasized. However research results of the project suggest, that music educators hardly suspect this potential in digital music-making media. The teachers experience uncertainty, since established approaches to music education do not appear to be transferrable to digital music-making. Affordances of music-making apps, movement-oriented music-making media and control media are therefore considered. Associated potentials for sensual-aesthetic experiences and musical self-efficacy represent a central area of ​​opportunity for educational processes of students with and without experience of disabilities