Music Mentoring Training – Review
3rd September 2015 Trainers: Mark Howe + Michael Davidson Michael introduced the purpose of the training, which was delivered to Hertfordshire Music Service and Freelance tutors, working in schools in Hertfordshire. The MusicNet East / Youth Music partnership project offers an exciting opportunity to bring musical inclusion work into the mainstream part of the music service delivery. This might include incorporation of the Youth Music Quality Framework which supports the inclusion in musical learning of children, particularly those in challenging circumstances. This requires development of a responsive learning offer and a surrounding environment to support this. Person-centred learning, like person centred therapy, produces more effective and sustainable outcomes. Hertfordshire Music Service + MusicNet East have developed the role of the instrumental/vocal tutor as Music Mentor (find out more here) to support this in schools. The project will be running in Monks Walk School this term, with a 3 year longitudinal project beginning Bushey Academy, with interested from other schools. Hertfordshire Music Service is also developing Music Mentoring projects in Education Support Centres and EBD schools. HMS has some funding to support tutors to work with vulnerable pupils in the schools they already work in, and Michael invites tutors to contact him about this. The tutors and workshop leaders completed a questionnaire. Responses indicated need to raise awareness of impact of SEND on learning, and patchy access to SEND info on pupils, need for more progression routes appropriate to informal learning, and to check if pupils are taking up opportunities. Mark ran a warm-up activity where tutors clapped rhythms in sequence around and across the group, demonstrating a simple way to get everyone engaged from the start. The tutors interviewed each other in pairs about their favourite music and their own performance practice to explore how his element can also support a safe way to talk about emotion in mentoring. The tutors interviewed each other in pairs about one piece of their teaching practice they were particularly proud of, and one challenge and reported back to the group. There were many powerful stories of impact of teaching on young lives. Key elements of good practice mentioned included treating pupils with empathy, reinforcing learner ability, validating learner experience, being creative and flexible to develop practice in response to local needs, support from managers and school heads, and encouraging pupils to take risks. Michael and Mark indicated these are all elements of practice and personal and social outcomes supported by the Youth Music Quality Framework, although most formal planning consists of technical or performance intended outcomes. The team added personal and social outcomes to the HMS planning sheet we are hoping to use to capture outcomes School heads very readily identify and value personal and social outcomes when they see them, so using the Youth Music Quality Framework and the amended HMS planning + assessment sheet to plan and measure quality can help advocate for the work of the peripatetic tutor. Michael and Mark invited the assembled peripatetic tutors to continue to meet each term over the next 3 years to contribute to the research project steering group. Many thanks to all for your input, we got lots of helpful suggestions, feedback and information from the session. Not least of this was hearing about the excellent inclusion work that is going on that we hadn’t previously heard about.