Musical Inclusion CPD day September 2016

As we prepare to embark on year 2 of the MusicNet East project we brought together a group of music tutors and school teachers who have been helping us deliver the work in year 1 and will be joining us in year 2, t0 reflect on the project so far, find out more about the project and take part in some practical activities.

Every good training day begins with an ice breaker and Mark Howe lead us in a fun vocal warm-up activity. It was a great practical session that would work well with large groups in schools.






We then moved onto an overview of the MusicNet East project from Lyndall Rosewarne. Her presentation is available here mne-presentation. Michael Davidson, who leads on the MusicNet East project for Hertfordshire also talked about the research that he is undertaking as part of the project. See the research presentation.

The rest of the morning was spent talking about Music-based mentoring, a key part of the MusicNet East project. We heard some great stories of successes and challenges from tutors who have already been working on the project. We hope to capture some of those and make them available on this blog soon. We also introduced the 6 principles of music-based mentoring and talked about the process of evaluation:

  1. Person Centred
  2. Empowering
  3. Freeing and connecting
  4. Deals with feelings
  5. Relational
  6. Focuses both on personal and social outcomes and the development of musical skills

After lunch we had a fascinating session lead by Jennifer Rotchell from Monks Walk School in Welwyn Garden City, demonstrating how triangulating critical reflection between tutors and school staff can help to improve

We then moved onto the Family Music strand of the project, introducing the 6 principles of Family Music:

  1. It’s participatory. Parents/carers/extended family learn musical skills alongside children, not simply as an audience. This gives lots of opportunity for developing…
  2. Music leadership is one of the skills participants are developing, i.e. how to run part of the session. This offers an additional progression route appropriate to participatory music.
  3. Uses music as a tool to build relationships and community. This can link to school inclusion agendas (citizenship, PSHE, Prevent, British Values)
  4. It’s accessible and universal, but targeted specifically at vulnerable families. Schools value how it engages hard to reach families. Can first engage and then signpost families to further learning and support, for instance in language, literacy, numeracy, parenting and music.
  5. Helps challenge intergenerational barriers to wider learning, by offering a way to take part and succeed. (Family learning has been identified as a good use of pupil premium.) Workshop leaders model resilience, ‘having a go’ more important than ‘getting it right’.
  6. Can help set up, or run as an extension from First Access group tuition. Tutors need similar skill sets, ability to improvise sessions, work by ear, and get everyone involved.

The day ended with a practical Ukulele Hocketts workshop lead by Michael Davidson. This is an activity that works well in a family music session and demonstrates how sharing single notes between a group of students can simply and quickly build up a melody, lead to a sense of achievement and provide a basis for improvisation.

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