The participants of an ensemble are different when it comes to their wishes, needs, and learning conditions. As a conductor, you are often alone in leading the band rehearsal  where the group has a broad range of ages, different skill levels, and many different instruments at once. When working with ensemble groups, there is a need for methods that include many different people, instruments, and levels at once for the education to be interesting to all participants. It is also relevant to draw out the importance of the core activity: if someone is participating in group rehearsal with a band, then it is important that a large amount of the time spent in the group is about playing, and that they are part of the group rehearsal. Furthermore, social aspects play a significant role in the overall experience of participation and their desire to stick with it.

The Norwegian Band Federation/Norges Musikkorps Forbund (NMF)
defines inclusion in bands as the individual’s sense of:
community, participation, and achievement.

Inclusivity efforts are about embracing everyone who wants to participate. Spending time, being thorough, and ensuring that what is being learned is correct, will all help ensure that the right knowledge sticks with the musicians from the start, in addition to strengthening all the musicians independently of their learning conditions and development pace.

This text first presents a few thoughts about how you can already include musicians through your choice of repertoire and the approaches and methods you use. We then move on to present different methods we define as inclusive in rehearsing music. Finally, we present a few organisational solutions, social rules, and tips for communication that will affect the individual’s sense of participation and sense of inclusion during practice.