Music Education - Microsoft · PDF fileThe importance/ benefits of Music Education • Studying music helps to encourage self-discipline which carries over into effective work and

MUSIC EDUCATION A Guide for Governors

Providing high quality music education in school

Aim of the session

• Provide - guidance around the importance and benefits of a good Music

curriculum

• Provide - guidance on the strategic role of governors in ensuring schools

offer a broad and balanced curriculum (Music Education- a Guide for

Governors)

• Provide - guidance around The National Plan for Music Education - main

aims/summary-what this means for schools

• Discuss the One Doncaster Report- Fostering a commitment to Creativity

and inclusivity (one of seven key characteristics of a successful education and skills system for

Doncaster)

The importance/ benefits of Music

Education

• Studying music helps to encourage self-discipline which carries over into

effective work and study habits

• Music has the power to bring people together

• Music helps young people connect with themselves and others

• Music helps children manage performance

• Music helps children express themselves

• Music helps language development

• Music enhances teamwork skills and discipline

Music and the Brain!

• Early musical training helps develop brain areas involved

in language and reasoning. It is thought that brain

development continues for many years after birth. Recent

studies have clearly indicated that musical training

physically develops the part of the left side of the brain

known to be involved with processing language, and can

actually wire the brain’s circuits in specific ways. Linking

familiar songs to new information can also help imprint

information on young minds.

https://www.youtube.com/watch?v=R0JKCYZ8hng

Music Education a guide for Governors

Values and Ethos

• What value does your school place on music?

Is music generally valued by the school? If so is that value more than just a

‘shop window’ function at parents evenings, etc.? Is that value reflected in

curriculum allocation, resources, funding and opportunities?

• Are you aware of music in the National Curriculum ?

Music is a mandatory part of the National Curriculum in key Stage 1-3 it forms

part of the arts ‘entitlement’ area at KS4.

Music Education a Guide to Governors

• Are you aware of the National Plan for music? The NPME remains in force until 2020 and outlines the government’s vision for

Music Education.

Does your school have a dedicated music policy? A music policy allows you to clearly establish the value that your school places

on music and communicate this vision to the whole school community.

An effective music policy will focus on ensuring that all pupils have access to a

high-quality music education.

Opportunities!

Q1: Does music take place in your school? Do teachers know how to make use of music in their lessons?

Does the school have a music lead/coordinator?

Q2: Does your school provide (or have you

considered providing) pupils with the

opportunity to gain a music qualification?

Qualifications are available at all levels across a broad range of

Instruments and exam boards.

Opportunities!

Q3: Does your school provide pupils with

the opportunity to have additional

instrumental and/or vocal lessons?

Range of instrument and style of music - Do children have a choice?

Are children’s interests catered for?

• Q4: What opportunities do your pupils have to

perform in front of an audience?

School Assemblies, festive concerts, end of term concert, community

events!

Are there opportunities for all ages and abilities?

Opportunities!

Q5: What extra-curricular music provision does

your school provide?

Does you schools have any ensembles/Choirs ?

Are you aware of the Music Hub ensembles available free to your

children

Guitar/Ukulele

String ensembles

Symphony Orchestras

Wind Band

Brass ensembles

Recorder ensembles

Jazz ensembles

Choirs

Large scale events (such as massed singing events)

Resources

Q1: How is music staffed in your school

Do you have specialist music teachers?

Are staff suitably trained to deliver high quality music lessons?

YOUR MUSIC HUB CAN SUPPORT!

Q2: Are your music facilities fit for purpose?

Do you have a dedicated music room? (any room can become a music

room with careful planning)

Resources

Q3: How are funds allocated to support the development of music in

your school?

Is there a budget for music?

Different schools have different approaches to charging pupils for music

lessons!

Do you know what your school’s policy is regarding charging

for additional instrumental and vocal lessons?

Teaching

• Q1: Are pupils given the opportunity to engage with musical activities

in lessons?

Children should have the opportunity to engage in practical musical

activities!

Lessons should be filled with singing and playing of instruments.

Practical music making should be the primary medium for knowledge-

acquisition.

Q2: Is assessment in music simple yet effective?

Ofsted-Music in schools is sometimes over-complicated!

Is music included in the schools assessment policy?

Are teachers suitably trained and feel competent to assess music?

Teaching

Q3: How is the quality of teaching being assessed?

When assessing pupil-outcomes in music, consideration should be given

to the nature of music making.

Pupil’s work will include recordings of performance and compositions.

The staff conducting lesson observations and work scrutinies should be

suitably qualified to appraise the quality of work.

Staff CPD available from Music Hub

Partnerships

Q1: What is your schools relationship with the Doncaster

Music Education Hub (DMEH)?

Working with a wide range of strategic partners DMEH provides

a comprehensive range of inspirational musical opportunities for

both schools and children to engage with!

DMEH also provides curriculum support and guidance for schools

in line with the National Plan for Music.

National Plan for Music

Executive Summary What will our new National Plan for Music Education achieve? • Children from all backgrounds and every part of England should have the

opportunity to learn a musical instrument; to make music with others; to learn to sing; and to have the opportunity to progress to the next level of excellence if they wish to.

• Music education is patchy across the country and change is needed to ensure all pupils receive a high quality music education.

• Teachers will have wide freedom in how they teach music in schools, but all schools should provide high quality music education as part of a broad and balanced curriculum.

• Music Education Hubs have been taking forward the work of local authority music services from September 2012, helping improve the quality and consistency of music education across England, both in and out of school.

National Plan for Music

Executive Summary • What will children experience? • Music education across the age ranges is supported both in and out of

school.

• National Curriculum music in all maintained schools for all five to fourteen

year olds.

• Whole-class ensemble teaching programmes for ideally a year (but for a

minimum of a term); opportunities to play in ensembles and to perform; clear

progression routes available and affordable; and for a singing strategy to

ensure every child sings regularly.

• Music technology used to enable, deliver, support and extend good teaching

What The Importance of Music means for Schools

(including academies and free schools)

• To draw on Music Education Hubs to fulfill schools’ primary responsibility for

delivering the music curriculum.

• To examine their own school’s music curriculum to determine how this meets

the needs of different groups of pupils.

• To recognise the important role that music plays in children’s academic and

social development and in improving the ethos of the school.

What The Importance of Music means for Schools

(including academies and free schools)

• To be ready to work closely with the Music Education Hub in their area to

identify pupil and school needs in music education, and establish how the

school (or cluster of schools) and Hub can work together to meet these.

• To assess how best to make the most of school-to-school support in music

education within this new delivery framework.

• To ensure that those teaching music in schools have adequate professional

development opportunities and support networks.

One Doncaster

The Independent commission on Education and skills in Doncaster

7 key recommendations

• Recommendations (6). Foster a commitment to creativity and inclusivity

Establish a STEAM strategy co-owned by culture and education teams.

Increase take up of National Arts Award in Doncaster schools

Doncaster Music Education Hub

• Thanks for listening!

• For more information contact us:

Paul Davies [email protected] or

Helen Jones [email protected]

• Twitter- @DonMusEdHub

• Facebook- Doncaster Music Education Hub

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