The alphorn as an inclusive music education vehicle

Anyone who often works with groups and the alphorn knows that a lot happens! The alphorn lets us breathe together, we listen to each other improvising, perceive common vibes, communicate sensitively and non-verbally. Can these experiences sustainably improve the quality of relationships in the group?

As part of an action research project, Thomas Heel explored the question of how the alphorn can be used as an inclusive music education vehicle. He processed his experiences with a class at the vocational pre-school in Schlins (Austria) in his “rigorous work” for his doctorate in education. Theoretically, he is guided by the concept of the EBQ instrument (assessment of relationship quality). In his work, Heel reflects on the possibilities and limitations of the alphorn in a classroom context. He focuses in particular on the effect of improvisation and the topic of shame.

Due to the research design (individual experience with a small group), it is only possible to draw generalizing conclusions from the work to a limited extent. However, it shows in a very practical and intelligently reflected way what is possible with the alphorn in this context and what challenges arise. For example, the question of practicing – especially for an instrument with a low barrier to entry. What is also clear is that the alphorn does not develop its inclusive effect by practicing the Bänklialp together.
The doctoral thesis is only available in German with an English summary (see file below).