Encouraging Participatory Music Making Through Differentiation on the Ukulele

Abstract

Students come to the music classroom with varying degrees of skill, interest, and comfort toward making music, yet educators must consider how to meet the needs of all students regardless of ability. Using differentiation as a framework, we examine how participatory music making (PMM) might meet these needs. We offer strategies for implementing PMM using ukulele in various types of music classrooms, including differentiating music making for participation, extending participation through performance, and mediating participation through technologies. We extend PMM strategies to the K–3 music classroom using a variety of instruments and songs. These strategies can be used to differentiate music making, giving students options that encourage comfortable interactions with music and ensuring all students experience success in all skill levels. The meaningful music experiences made possible through PMM may inspire students to engage in autonomous music making outside of the classroom and beyond their K–12 education.