ABSTRACT
In this chapter, we describe a model for inclusive praxis, outlining four knowledge bases (child development, music learning and development, universal design for learning, and culturally responsive education) that anchor a web of music-making activities (singing, moving, playing, and listening) and processes (create, perform, respond, and connect). We argue that inclusive praxis engages teacher creativities, requiring educators to become improvisational artists within a plan-teach-reflect cycle. Prior to instruction, improvisational artist-teachers plan music-making activities, intentionally designing opportunities for child creativities and agency. During instruction, teachers improvise conversational exchanges with individual children and the whole class and adapt instruction on the basis of instructional goals and observed child behavior. Improvisational artists-as-teachers also foster child creativities by modeling creative music making, meeting individual needs, and honoring child identities and agency.
