This ethnographic study examines the development of agency in students with special needs during an experiment of classroom music teaching in a special school. The experiment took place from August 2015 to March 2016 and was based on Emile Jaques-Dalcroze’s ideas of music and movement as a means of developing competencies, skills and understanding in music and life in general. The lessons included activities, such as quick reaction and follow exercises, singing with movement, body percussion exercises, dancing, movement improvisation, and relaxation exercises. The data consisted of video recordings of the lessons, and interviews with students, teachers, and teaching assistants. The data were analyzed using qualitative analysis software and thematic analysis. The analysis of the ethnographic data of this practitioner research showed that music-and-movement activities support the development of students’ agency by fostering (a) students’ own decision-making, (b) interaction with others, (c) expression of emotions and initiative, and (d) being recognized by others as active and able musicians. Consequently, this study encourages educators to advocate music and movement as a tool to support individual agency and active participation inside and outside the classroom.

这项民族志研究从特殊学校的课堂音乐教学实验中考察了有特殊需要的学生的代理发展情况。该实验于2015年8月至2016年3月进行，是基于Emile Jaques-Dalcroze关于音乐和运动的想法，以此来发展人们对音乐和生活的总体能力，技能和理解力。这些课程包括活动，例如快速反应和跟随练习，运动唱歌，身体敲击练习，跳舞，即兴运动和放松练习。数据包括课程的视频记录以及对学生，老师和助教的采访。使用定性分析软件和主题分析对数据进行分析。对从业人员研究的人种学数据的分析表明，音乐和运动活动通过促进（a）学生自己的决策，（b）与他人的互动，（c）情感表达来支持学生代理的发展。和主动性，以及（d）被其他人认可为活跃而有能力的音乐家。因此，这项研究鼓励教育者提倡音乐和运动，以此作为支持个体代理和课堂内外积极参与的工具。