Leading, Supporting and Delivering Music Education Make Music Gloucestershire Annual Report 15/16
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Leading, supporting and delivering music education Make Music Gloucestershire annual report 15/16 Make Music Gloucestershire, the FRXQW\¶V music education hub, Colwell Arts Centre, Derby Road, Gloucester GL1 4AD T 01452 330 300 E admin@makemusicgloucestershire.org.uk W www.makemusicgloucestershire.org.uk Contents About this report 3 Working with schools 4 Whole class instrumental teaching 5 How we compare nationally 6 Continuation 6 Case study: 7 Encouraging young instrumentalists to continue following whole class tuition Case study: 8 Engaging all learners through GarageBand on iPads Singing 9 Case study: 10 The Songwriting Charity Vocal Projects Groups, ensembles, and 11 independent music Roella Oloro: composer and member of Gloucestershire Youth Jazz Orchestra ʹ see page 14 Case study: 13 Audio-Base Saturday morning music sessions: nurturing young rock, pop and urban musicians Case study: 14 Helping young jazz musicians to reach new heights Targeted inclusion work 15 Case study: Addressing :ŽŚŶŶLJ͛Ɛ anxiety by 15 building performance skills Making young ƉĞŽƉůĞ͛Ɛ voices heard 16 From the blog: Making connections between 16 young musicians in Gloucestershire and London How the money was spent 17 2 About this report This report is a snapshot of the work of Primary. An advisory group advises on overall Make Music Gloucestershire, the counƚLJ͛Ɛ strategy and direction. music education hub, in 2015/16. The statistics contained in this report help us to monitor our reach and impact, and set targets for tĞ͛ƌĞ a network of schools, individuals and the future. They have been collected as part of the organisations working together to make sure music Arts Council England data collection process. This education reaches as many children and young enables Arts Council England (ACE) to monitor how people as possible, and makes a difference to their effective we are in delivering on the National Plan lives and futures. for Music Education, and the Core and Extension Roles of hubs set out by ACE and the Department Together, as a hub, we create, promote and for Education as a requirement of hub funding. fund opportunities for young people to make and learn music in response to recommendations in the This report represents only a snapshot of the work Government's National Plan for Music Education in that goes on in Gloucestershire with young people, England; and we work together to improve and and focuses on Hub-funded work only. develop the quality of music education and champion music education. There are many other organisations and individuals working with children and young people through music. Many are listed on TouchBass, the ĐŽƵŶƚLJ͛Ɛ Who leads and funds the Hub? online search tool for learning and making music opportunities. MMG is led by the County Council which receives a grant from the Department for Education (DfE) We͛ƌĞ continuing to develop ways to connect and administered through Arts Council England (ACE) to work with a wider range of partners ʹ including fund the work of the Hub around four core and schools, other music education providers and music three extension roles. It commissions activity in line teachers/tutors/leaders/community musicians, and with these and with the priorities set out in the amateur/voluntary organisations ʹ through funding National Plan for Music Education. and other initiatives. A group of key partners (music education Our thanks to all those who organisations and schools representatives) is responsible for strategy, communications, and provided information. outcomes. These are: Gloucestershire Music, The Music Works, Gloucestershire Academy of Music, If you have any observations The Songwriting Charity, Cheltenham Festivals and Groove On, with two teachers seconded from or queries, contact: schools: Omar Khokher, Head of Music, Severn Vale (secondary); Analie Hart, music teacher, Heron admin@makemusicgloucestershire.org.uk 3 Working with schools Schools working with 21% us on Core Roles increase Our engagement with schools is improving ʹ although ƚŚĞƌĞ͛Ɛ a long way to go. 21% more schools worked with us on Core Roles in this academic year (209 schools in total), compared with last year. As well as Hub key partners providing services to schools (see the rest of this report for more details), we worked with schools in a range of ways including: Teachers and Hub representatives Lisa Mayo and Analie Hart, at a primary teachers network event x Singing Champion ʹ support for schools with singing well as Gloucestershire Music and Gloucestershire x schools consultancy ʹ helping schools to assess and Academy of DƵƐŝĐ͛Ɛ groups develop their approach to music x Drake DƵƐŝĐ͛Ɛ House of Mirrors Sensory Experience x primary and secondary teacher networks ʹ run by a for four special schools primary school teacher and a secondary school head x Charanga ʹ the Hub subsidises and promotes of music, who were seconded to the Hub for half a Musical School, an online programme of interactive day a week lessons and resources, which was used by 497 x Cheltenham Festivals Concert for Schools at teachers in 51 schools (34 schools last year), and at Cheltenham Town Hall and Music Explorers least 250 pupils who are using the ͚ŚĂƌĂŶŐĂ Musical workshop in schools tŽƌůĚ͛ online music education game at home. x Cheltenham &ĞƐƚŝǀĂůƐ͛ Musicate programme for primary schools, placing final-year conservatoire students in schools to develop ƚĞĂĐŚĞƌƐ͛ confidence, and increase understanding and appreciation of music x Bournemouth Symphony KƌĐŚĞƐƚƌĂ͛Ɛ ͚&ŝĚĚůĞƌ͛Ɛ ,ŝůů͛ primary schools string project, involving schools as 4 Whole class instrumental teaching 8% 9 more schools than last year- 46% of all increase primaries1 classes taking up 178 whole class programmes 17% 775 more pupils than increase last year primary school pupils 5,246 taking part (11.8% of all primary pupils) Young musicians at Heron primary, taught by Gloucestershire Academy of Music Gloucestershire Music reached Groove On reached The Music Works reached 4,309 children in 452 children in 404 children in 155 classes/96 schools 6 classes/6 schools 14 classes/10 schools teaching the fundamentals of music teaching world percussion including teaching creative music-making through weekly classes for 10 weeks xylophone, drums and other through a new 10-week music in violin, clarinet, recorder, brass or percussion instruments. technology programme using percussion, usually for a term, GarageBand, and through a bespoke mainly in primary schools. approach in two special schools (African drumming, music technology) Gloucestershire Academy of Music reached Watch the video about 183 children in Whole Class Ensemble 3 classes/3 schools Teaching in Gloucestershire: with their woodwind, string and brass lessons (the latter using the http://bit.ly/1btRfZq American windband method). 1 106 schools took up whole class programmes in 14/15; 115 in 15/16 ʹ ie an increase in school numbers of 8%; 4,497 pupils received whole class lessons in 14/15 and 5,246 in 15/16 an increase of 17%. 2 Based on GCC school census, Jan 2015: 44,480 primary pupils (12,494 aged 7/8-, 24,534 aged 7-11 ie KS2) ʹ 246 schools; 37,968 secondary ʹ 39 schools; 1090 special ʹ 12 schools; 83,528 total (297 schools) 5 How we compare nationally The number of pupils ǁĞ͛re reaching through whole class instrumental programmes is increasing, but is still lower than the UK average3: Percentage of all primary and Gloucestershire Nationally 4 secondary age pupils in receiving This year 15/16 6.3% Not yet available ͚ǁŚŽůĞ ĐůĂƐƐ͛ (whole class instrumental/ensemble teaching, also 14/15 5.5% 9.2% known as ͚WCET͛) through a hub: 13/14 1.6% 8.8% Continuation into regular 1-1/small-group tuition We know that our whole class programmes give children a great start in music. We hope that they will want to continue and deepen their involvement in music by learning an instrument (including music technology) or to sing. Currently, ǁĞ͛ƌĞ unable to fully track this continuation (although see the Gloucestershire Music case study on page 7 for an estimate), and to understand how many pupils go on to be taught by music tutors in schools and privately, or to continue their involvement in other ways5. We intend to work with schools to find ways to do this: for example, by surveying the pupil population through a sample of schools and/or encouraging schools to collect data on ƉƵƉŝůƐ͛ music activity beyond the classroom. 33 Taken from Key Data on Music education hubs 2015, by the NfER 2015 (14/15 stats): http://www.artscouncil.org.uk/sites/default/files/download-file/MEH%202015%20report%20final%20October%202016.pdf 2014 (13/14 stats) http://www.artscouncil.org.uk/sites/default/files/download- file/Music_Education_Hubs_2014_Report_final_March_2015.pdf 4 The key data collected for hubs does not split this information into cohort/age. 5 Arts Council England asks us to estimate how many pupils continued to learn to play an instrument, following the previous LJĞĂƌ͛Ɛ WCET programmes. We are also asked to report how many pupils receive one-to-one/small group singing or instrumental lessons, and the standards achieved. However, in Gloucestershire all such tuition is provided by a range of freelance tutors, or tutors employed by schools, and so the statistics can only really be provided by schools or through a major survey of pupils. 6 Encouraging young instrumentalists to continue following whole class tuition new pupils introduced to whole class tuition 3500+ through Gloucestershire Music Autumn term pupils who opted for further 50% free whole class lessons Autumn term pupils 35% who continued after whole class lessons Overall estimated continuation rate into 11% lessons outside classroom after 30 wks Gloucestershire Music (GM) has provided mainly 10-week6 programmes of whole class ensemble / instrumental teaching (WCET) to schools since 2008, but this year marked a step-change in the approach.