Prior research has revealed that non-music specialist trainee primary school teachers
lack confidence in teaching music in spite of changes to teacher training and the
introduction of music in the National Curriculum in England. The current study
investigated the effects on non-music specialist trainee primary teachers’ confidence to
teach music in the classroom after having experienced six keyboard-based ‘blues
activities’ presented in an asynchronous e-learning environment. Participants were
videotaped as they worked with music technology and a ‘remote facilitator’, to play a
12-bar improvised blues with both hands together. Participants also took part in
individual, semi-structured interviews before and after engaging in the ‘blues activities’.
Video and interview data was analysed employing inductive, qualitative procedures. This
exploratory intervention study was undertaken with three participants and is reported as
three individual case studies. After the ‘blues activities’ intervention, all participants
were able to play the 12-bar improvised blues with both hands together and reported
improvements in their confidence to teach music in the primary school classroom. The
results also revealed improvements in participant perceptions of their own musicality
when compared with ‘other musicians’ and links between perceptions of their own
musicality and prior musical experience. Implications for future research and music
education are discussed.