The
Music Initiative
A review of
the first year 1995/6
By Kevin Smart
Contents
Introduction
Background
The Research
Subject Report
Main Findings:
What instruments have you played?
How long for?
Choices and Preferences
What can you play?
What kind of music would you like to play?
Impact on improvisation
Impact on listening
Practise Arrangements
Public Performances
Resources and Opinions
Pupils Responses:
Music Transition - Lower to Middle
Music Making
The Music Initiative
Improvements
Future Activity
Requests for lessons
Performances and compositions
Implications for the Music Initiative 1996/97
Organisation
Introduction
Background
The main thrust of the Music Initiative was to offer instrumental
opportunities on a wide and equal arrangement to the majority
of children. The Initiative was inspired from a management visit
to New England, USA, where large numbers of students were seen
to engage in instrumental music as part of their normal everyday
activities.
Year Five was used as a target group consisting of approximately
120 students. All had received 4 years of music from the National
Curriculum and a small group played recorder, violin and steel
pans. The vast majority of children had no particular instrumental
expertise or experience. During induction day, all students were
asked what they would like to play. Over the Summer holidays this
was resourced and instrumental mentors were arranged using in
house expertise and enthusiasm. The library was stocked with a
range of teaching materials including video and CD tutors. Short
sessions were time tabled into the week that coincided with teachers'
French or music exchange time. The Initiative has been based on
self help and the staff role emphasised assistance and oversight
rather than instrumental expertise.
The Research
Three questionnaires were developed to determine the impact of
the Music Initiative. The first was conducted in January 1996.
Every mentor and student responded to the survey. It concluded
that the Initiative was operating smoothly, although staffing
changes had incurred some mentoring gaps; these were filled by
the County Music Service. A smaller group of students for whom
the Initiative was failing was inspired by visits to the Nene
College Gamelan. This experienced formed our own Gamelan Group.
For other students who had either become disinterested in their
original instrument or wished to explore additional instruments,
new groups and resourcing arrangements were made. Furthermore,
three music residencies were arranged to inspire a wider concept
of music making: Junk, Samba and an ongoing strings project with
the CBSO.
At the end of the Summer term two other questionnaires were conducted. The first was aimed at all those who were positive towards music and the second at those who were still uninspired by music or had come to the School during the year. Unfortunately, no base assessment of musical knowledge or ability was made and the questionnaire findings can only be interpreted at face value. Nonetheless, they represent a qualitative and quantitative reflective tool from which general trends can be accurately detected.
Main Findings
What instruments have you played?
A wide range of instruments was available to all the students.
The following is a summary of the instruments and the numbers
of students who played them regularly.
Clarinet 3
Cello 3
Double Bass 1
Drum Kit 8
Flute 9
Gamelan 14
Guitar 15
Junk 11
Keyboard 24
Samba 7
Saxophone 4
Steel Pans 18
Trombone 2
Trumpet 3
Violin 5
Whistle 1
Total 128
How long for?
35% of students retained their instrument for between 6 months
and 1 year. On average the retention time was 3.6 months.
Choices and Preferences
All students received their first choice of instrument. A further
22% explored a second instrument and 5% a third instrument.
What can you play?
The student repertoire strongly reflected the songs that they
enjoyed singing; this included a selection of assembly songs,
Christmas carols and nursery songs. A smaller selection of students
could also play tutor book repertoire, simple waltzes and marches.
What kind of music do you like to play?
57% of the year group identified a broad range of musical idioms.
Again, songs were popular, especially those that were connected
to the charts but also comments about musical styles were frequent
as shown in these examples:
...classical tunes...pop music... 60's and 70's pop... jazz...
rock and roll.. carols mystical music... loud jumping music...
fast and cool music... music that people know... difficult but
not grown up music...
Impact upon Improvisation
75% of the year group commented that they were able to improvise.
The extent of what they were able to achieve varied from their
own repeated patterns, to small tunes and parts of songs that
they could already sing. A sample of comments illustrates levels
of achievement:
...rhythms and patterns... tunes using lower octaves... I can
record a tune and then play it back... calypsos and patterns...
singing rhythms... just simple tunes of my own... patterns, funny
sounds and very simple easy tunes
One person even reported they were able to "make up tunes
in (their) head, play tunes from other songs and then put them
together."
Impact upon Listening
The students were asked to indicate whether they had consciously
listened to more music during the Music Initiative year or not.
56% responded by saying that time spent listening to music was
either the same or more than last year. Of those who said there
had been an increase, the following illustrates a range of musical
styles:
...songs... assembly music... Oasis... sax, trumpet, steel
band music... Vanessa Mae... pop songs... any... Songs of Praise
and Top of the Pops... pop songs with drum kits...
Practice Arrangements
1 The weekly amount of practice time in School each week, including
practice time with mentors, amounted to over 24 hours. In addition,
40% said that they practiced regularly at home and here the commitment
time varied between 20 to 120 minutes each week with the average
practice time about 82 minutes.
Public Performances
2 As a normal part of group learning, students became familiar
with performing alongside other players or to an audience. Many
informal opportunities were available within School, for example,
during class, year or whole school assemblies, open evenings and
special events. The Debut Concert was an event especially
for those who, at the end of the year, felt ready to play to an
external audience and had not done so previously.
3 In addition to these, several other formal and high profile
performance opportunities were also organised; these included
a shopping centre, concert hall, theatre, radio and TV. 81% of
the entire year group gave a performance on their main instrument.
Of this group, 43% performed up to three or more times during
the year.
Resources and Opinions
4 One of the aims of the Music Initiative was to provide the maximum amount of resources and the smallest cost to the students. Overall, the School provided the vast majority of instruments to all the students who took part in the Music Initiative. Many instruments were bought and these were allocated largely on an individual basis. Where instruments became more popular during the year, a sharing arrangement was necessary. This was organised through the School's library system on a short term loan basis.
5 The quality of instruments impressed the students and they gave
it a rating of 7.9 out of 10. The following selection of comments
support this mark:
... they all work... are clean... are good quality... never
break... sound good... are really shinny do everything you want
them to do... good because they vibrate... they are loud when
you hit them... there are some interesting ones... are expensive
and don't fall apart... they have all got a good sound... nothing
wrong with them... people look after them...it hasn't come apart...
it does the job and sounds OK...
6 Similarly, the range of resources was rated highly by the year
group at 8.6 out of 10. No other instrument was suggested that
could be acquired by the School, though several guitarists were
excited at the prospect of electric guitars next year. The comments
were all favourable:
...lots of choice... big range and choice... different sorts...
a lot of instruments to choose from... quite a mix... because
the choice is so big, awesome, some people say... there is an
interesting variety of instruments... because you get your own
instrument... because there are instruments I have never heard
of...
Pupils Responses
Music Transition - Lower to Middle School
7 Another indication of how successful the Music Initiative has
been was found by asking the students reflective questions. When
asked to grade their experience of playing music at their lower
school, the overall result was 3.8 out of 10, despite a small
number of students who had given it a 10! One person commented
that, "there was hardly any instruments at my lower school,
but there are loads here, I think that it's a lot more fun because
the teachers know a lot about instruments."
8 When the same question was asked about their current year five
experience, the result was 7.8 out of 10, and this was with over
55% giving a score of 10.
Music Making Now
9 When asked to comment on what they enjoyed about their music
making now, over 60% responded with qualitative comments. Of these,
93% were overwhelmingly positive and included some of the following
remarks:
...because they are so noisy... able to practise regularly...
fun and I enjoy it... good because you can learn new songs and
some of them are fun... good because you have a long time to play...
it's more interesting when you choose your own instrument and
I think that I have learnt more about music and now I find it
more interesting... it's more enjoyable and I have got more interested
in music... good, because you can play in assemblies and outside
school... because you can take them home...
10 7% of those who commented did so adversely. Three people found
instruments boring and two said that it wasn't much fun; of these,
one person commented that he disliked music because it made his
ears hurt. Upon closer questioning, it was found that this person
had a hearing problem but was delighted to begin learning the
guitar, a different sound altogether which he described as soft
and dreaming.
The Music Initiative
11 When asked to record what they found surprising about learning
to play instruments all the answers were very positive. The responses
provide a valuable insight into the students' perception of instrumental
playing. The following is a representative sample:
...I never thought the quality of small songs (music for
beginners) could be so good...how interesting music is... how
quickly I learnt... I never knew you could get those sort of sounds
from Junk... the trombone is loud... it's mad cool... it's hard
work... it surprised me to see all the instruments in the music
room... that you have to teach yourself... you don't have to pay
money... how loud instruments are... that you get a lot of attention...
that I've actually got to do something... that I never realised
I was that rubbish at music when I came...
12 In a similar way, students were asked to comment openly about
the Music Initiative. Again, 96% of all the comments were positive.
This is just a sample of the positive comments made:
...I like playing in a group... it's very good... I
think it's brilliant... music together is cool... very good...
it's good that everyone can play an instrument... I think the
Music Initiative is brilliant... a good idea... fine, because
we all have separate lessons and they all fit, very good quality,
actually teaches you something... it sounds cool... very good,
fantastic, superb!... there are allot more instruments and challenges
than when I started school... I think it's a really good idea
and I really enjoy it, I think everybody else does too...
Even the negative comments were written with implications for
improvements.
...Not a good idea because people can't find instruments to
play... no because I can't work properly in a group, and ...
somehow, I think this could be improved...
When asked to grade the Music Initiative overall, a score of 8.4 out of 10 was given.
Improvements
13 When asked directly how the Music Initiative could be improved
there were several clear and fair answers...
...make sure everyone gets their lessons... get more teachers so that we don't have to learn in groups... we could work faster...more weekly lessons, more personal instruments... let people change instruments so that they can try others... more
instrument clubs... I would listen more... practice more often,
make sure people know their lessons... to have even more instruments
and a concert room... do rock and roll... not as many cancelled
lessons... more instruments from all over the world... take the
instruments home without permission...
48% said that they liked it the way it is and would make no changes.
Future Activity
Requests for Lessons
14 One definite indication of success in promoting music making
can be seen by comparing the number of requests for instrumental
lessons at the end of the Music Initiative year with the previous
year who had not had the benefit of the Music Initiative.
As well as the large number of students who elected to play a
particular instrument, an extra 7% would like to consider other
instruments in year six on an informal basis.
53% of those continuing with lessons next year have chosen group
lessons and the remaining 47%, individual lessons. Many of those
who said they didn't want to continue with instrumental tuition
gave no reason; some mentioned other after school interests, music
lessons already at home, finance and no time available for practice
and rehearsal.
15 Three types of lessons have been arranged to cater specifically
for three levels of commitment and achievement. The following
is a breakdown of requests with the type of lesson arrangement.
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Implications for the Music Initiative 1996/7
As the Music Initiative begins its second year and prepares to
receive a new Year 5, there are a number of small organisational
changes that have been inspired by the findings of this report.
Organisation
16 All students will have the opportunity to experience the full
range of instruments at first hand. This will enable the students
to make informed decisions about the instrument they would like
to try when they join Mereway. This will include handling the
instruments, trying some simple tasks, experiencing demonstrations
and listening to some recorded repertoire. This workshop approach
to selecting an instrument will be called Sounds Fun.
After making an informed selection the student moves on to:
17 Sounds Musical, a course of 10 group lessons
in which basic sound production will be explored through simple
improvisation and composition in line with the National Curriculum
for Music. The emphasis will be upon listening to the sounds produced
and getting to know the instrument. At the end of ten weeks the
student should be well informed about the instrument and at an
appropriate stage to decide whether they would like to take the
instrument to:
18 Music Together, an ongoing weekly lesson in which
students learn their instrument in an ensemble arrangement. A
fee of £2:00 will be made for each 20 minute lesson. Again,
students will be encouraged to learn through improvisation and
composition. In addition, it is expected that established ensemble
repertoire will be acquired; instrumental experts will lead these
lessons. From time to time, they may also arrange individual tuition.
For students who would like more individual time, the School will
administrate private instrumental lessons; these lessons will
be called:
19 Solo, for which the County Music Service make
a charge of £7:00 per 20 minute lesson. It is expected that
these lessons will be broad and balanced in content, reflecting
the National Curriculum for Music.
20 Assessment in music will be attempted at the start of the academic year, purely as a means of establishing a baseline and an index to show progress. A combination of the Mills Aural Tests and Mereway Listening Tests will be trialled. The tests can be repeated at the end of the year. Certificates will be given to all those completing a Sounds Musical module and as appropriate, students may be entered for County and External examinations.
21 Resources will need to be increased to accommodate
not only the current demand but also to cater for the new intake.
It is likely that the Steel and Samba Band will need to be enlarged,
and more flutes, clarinets and saxophones will be needed.
22 Staffing the beginner stages of the Music Initiative
will, as far as possible, be covered with our own staff or appropriate
students from the Upper School. More expertise is needed to cope
with the demand for lessons beyond the beginner stage so the County
Music Service will be teaching all of the Music Together and Solo
lessons. Eight teachers have already been requested, to include:
upper strings, lower strings, brass, woodwind, percussion, keyboard
and guitar. Gamelan will be organised separately through Nene
College.
23 Time tabling has been arranged so that the Music
Initiative causes minimum disruption to the rest of the year group,
as children go to and from their lessons. An afternoon break has
been built into the timetable that enables all the in house music
expertise to be available at sometime during the week. Music Initiative
times will then take place during a break, to be called Music
Time. All the Music Together and Solo lessons will take place
after school on Wednesdays between 3:15 and 5:15pm, enabling all
the musicians in the School to be available for large scale music
making or rehearsal at one time. In addition, large choir and
orchestra will meet for an hour at 2:30pm on Mondays and Wednesdays.
24 Practice times will be arranged and students
will be able to book a room and time slot. This will be organised
on a practice ID card, issued to all those eligible. For those
students who would like a practice partner, it is planned to use
older and more able players to help beginners practise and enjoy
their music.
25 Music Clubs such as Junk, Samba and Gamelan will
continue and students will be encouraged to form their own groups.
Furthermore, a Saturday Afternoon Music School will aim to deliver
a variety of music making styles to a broader, out of School audience.
26 Performances will continue to be arranged at
every available opportunity, for a variety of achievers, purposes
and venues.
27 Residences and visits are an important aspect
of the Music Initiative. They are able to make strong connections
with a wider concept of music making and can influence instrumental
pursuits positively. In addition to the on going strings project
with the CBSO, several new residences are proposed for next academic
year, to include: composition with the CBSO and Derngate, gospel
music, integrated body music and dance, African Music and Rock
'n' Pop.
28 Staff Development is considered a crucial aspect
of the Music Initiative. It will continue to receive a high priority
in the INSET programme and it is planned to be a major part of
the whole school staff development next year. The Music INSET
is expected to appeal to the wider Mereway cluster of schools
and it is anticipated that accreditation through one of the major
music colleges will make the INSET programme attractive to the
Music Education fraternity, establishing Mereway as a local centre
for innovation and excellence.
Report Feedback
Your comments about the Music Initiative would be most appreciated
and would help us to plan for development.
Our contact detals are:
Kevin Smart
The Music Initiative Coordinator
Mereway Middle School
Mereway
Northampton
NN4 8EJ
T: 01604 702 620
F: 01604 710 668
EM: mereway@rmplc.co.uk