Why do we make the child the problem? An invitation to a renewed discussion on the learning situation in the musical classroom

The purpose of this paper is to draw attention to how the individual child often is defined as a constructive or destructive actor in music teaching. It is our common experience as teachers, and as teacher-training teachers, that the discussion concerning music teaching in a classroom setting often will deal with questions about why some children do not cooperate or participate in music activities. This is the case, regardless if it, for example, is in music lessons inside the ordinary compulsory school, upper secondary school or with children with learning disabilities in special school.