Strategies in Teaching Music to Diverse Learners: Elementary Teachers in Focus

This qualitative study examined the experiences of elementary music teachers in using effective strategies for teaching diverse learners. Using a phenomenological approach, the research explored how teachers adapt to students varied cultural backgrounds and learning needs. Data was collected from ten purposively selected teachers through interviews and focus group discussions, with environmental triangulation to capture different school contexts. Thematic analysis revealed three key areas: teaching strategies (differentiated instruction, cultural integration, collaborative learning), coping mechanisms (creativity, cultural sensitivity, addressing learning styles), and educational insights (traditional music, learner adaptation, teacher training). The findings underscore the importance of inclusive and culturally responsive teaching, with implications for educators and policymakers. Publication in a reputable journal is recommended to maximize the study’s impact.