An institution/a school needs to create the conditions for teaching and learning EDI (Electronic Digital Instrument). Beyond technical and didactic tools, an organizational structure must be established where the needs of the institution/school are made visible, addressed, and continuously monitored.
To create favorable conditions for EDI over time, the following key functions need to be ensured.
When introducing EDI, it is crucial to highlight the interests, desires, and needs of the student group. Like other instrumentalists and singers, EDI students need to feel included as a natural part of the institution/school. To ensure the student base and growth, it is important to communicate consciously to the public, to students at earlier stages, and to the cultural school. The institutions/school needs to inform that EDI exists and that is offered, what it is, and what it entails through good examples from practice.
An EDI teacher handles the ongoing instrument instruction within the institution/school. In the examples this study has examined, this person also plays a crucial role in initiating and implementing the instrument at the institution/school. In addition to teaching, the teacher should be given the conditions to drive the development of instrumental and ensemble teaching content and methods. If needed, the teacher trains their colleagues and represents the instrument in both internal and external communications. Furthermore, the teacher, together with the responsible principal, should ensure that appropriate equipment is purchased and available. The teacher also needs to map the conditions required for EDI to become and remain a natural part of the institution/school in a way that matches the conditions for other instruments.
Regardless of whether the initiative to introduce EDI comes from teachers or not, the principal and school leadership need to make the right efforts to create good conditions for the instrument within the institution/school. Budget funds need to be secured for the purchase and ongoing updating of equipment. Beyond teaching, the EDI teacher needs to to be given time to develop and support the instrument's introduction and development within the institution/school. Furthermore, the principal's mandate and approval are needed both for the actual introduction and, in the next step, to be able to prioritize development goals at an overall and individual level related to all music teachers at the institution/school.
Music teachers within the institution/school who are not EDI teachers are expected to meet EDI students in the same way they meet, help, and teach students who play traditional instruments. Typically, teachers will encounter the instrument in ensemble teaching but may also need to adapt their teaching in other music courses. The key to the music teacher's development is professional development through increased knowledge, understanding, and experience, which requires some thoughtful support measures. Ongoing training conducted by and with the EDI teacher, combined with experience exchange among music teachers, has proven to be fruitful ways of strengthen internal competence in the area. Teaching at other schools where EDI has been introduced and established can also play an important role in strengthening competence and simultaneously showing good examples based on their unique conditions.
Allocate time to continuously discuss pedagocial challenges and needs.
Seek help from the EDI teacher when needs arise in teaching.
Collaborate between ensemble and instrumental teaching: for example, by sharing material with the instrumental teacher so students can prepare for ensemble lessons.
The length of the lessons affects the possibility of working in a process-oriented manner.
The EDI instrumental teacher may initially be needed as a supporting function in the music team through training or other activities.