Abstract
In this paper I explore the possibilities of a Universal Design for Learning (UDL)-inspired curriculum developed over four years of teaching a module on choral conducting education in three formats: online, as blended, and in-person. The learners were primary school generalist student-teachers. They had diverse backgrounds, experiences, and levels of confidence in choral singing and conducting. Examining UDL through the theoretical lens of inclusive pedagogy offered a theoretical foundation to discuss my approach to creating inclusive choral conducting environments that promote learning and participation. At the same time, implementing inclusive pedagogy through UDL brought to the surface institutional challenges and dilemmas around bell-curve thinking about ability and around different modes of teaching and learning. I conclude the paper with recommendations on further research concerned with offering flexible, accessible, and inclusive experiences for all through UDL-inspired curricula in Higher choral conducting education.
Recommended Citation
Varvarigou, Maria
(2025)
"Conducting Inclusion: A UDL-Inspired Approach to Choral Education,"
Visions of Research in Music Education: Vol. 47, Article 2.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol47/iss1/2