retuning our ambition for music learning

64 Pages·2017·3.26 MB·English

RETUNING OUR AMBITION
FOR MUSIC LEARNING
EVERY CHILD TAKING MUSIC FURTHER
A Ten-Year Vision from The Music Commission
A Ten-Year Vision from The Music Commission
Foreword
Music is all around us. Whether heard, sung, played, The Music Commission report is off ered as a positive
streamed, broadcast, experienced live or accessed contribution to an already long and rich debate. Its
through ever more diverse technology, it is a basic, one question is: how can we fundamentally retune
elemental part of our lives. Music is a stimulus to our ambition for music learning by focusing on the
memory, an expression of our deepest emotions, and need for progress and progression routes? As our
a way of collaborating with others. We know that the report shows, there are many improvements, links to
impact of a thrilling musical experience can stay with connect our resources, detailed initiatives that can
us for ever. bring us closer to the aim of providing routes into
music for all.
How do we build on this excitement, and explore
further? For music is also a craft to be learned, a Our one aim is to unlock creativity in everyone,
skill to be developed. Participating in the act of with the belief that this will benefi t individual skills
making music is one of the most inspiring of human and community activity, generating soft power and
activities and mastering the technical art of music is business skills that build long-term economic benefi t.
a challenge that brings huge rewards. But in recent We thus release the power of music in the service
years the routes into learning music have changed of today’s world, where the depth, perspective and
radically, because the ways in which music comes to humanity that music brings is not an option, but an
us have been transformed. Are our learning journeys ever more urgent necessity.
now in danger of becoming out of step with the
reality of how people engage with music today?
The very stimulating discussions we have had as
colleagues in this Music Commission have brought
forward this one specifi c issue, that of progression.
How can we fi nd diverse routes of exploration,
off ering development and music learning that is
supported and nurtured both inside and outside the
Sir Nicholas Kenyon
formal education system, in ways that refl ect the Chair, The Music Commission
energy and diversity of today’s world?
The good news is that solutions exist. We have seen
excellent good practice, which can be studied and
disseminated. But we need a more collective and a
more connected approach to creating these pathways
and taking them forward. We need a concerted eff ort
tthhrroouugghh aaddvvooccaaccyy,, aanndd iinnssppiirriinngg rroollee mmooddeellss,, ttoo pprroovvee
oonnccee aanndd ffoorr aallll tthhee eenndduurriinngg vvaalluuee ooff tthhiiss aaccttiivviittyy..
222 RREETTTUUUNNNIINNNNGGGGG OOOOUUUURRR AAAAMMMMBBBIITTIIOONN FFFOOORRR MMMUUUUSSSIIICCC LLLEEEAAARRRNNNIIINNNNNGGGGGGG
A Ten-Year Vision from The Music Commission
Contents
Summary 4
Outcomes for the 2020s 6
About The Music Commission 10
Our research programme 14
What do you want to do next with your music? 16
The case for musical progress 18
Retuning our ambitions 22
What does it mean to make progress in music? 24
What are the conditions for eff ective progress to be supported? 26
Retuning our ambitions for music learning: Outcomes for the 2020s 27
1. Leaders in schools and education are confi dent and enabled to put music at the heart
28
of their students’ learning
2. Every school is supported to provide an eff ective music curriculum and the provision
32
of a quality music off er is a key performance measure
3. The development of a diverse and skilled music education workforce is extended through
36
enhanced training of specialist and generalist teachers, and support to enter the profession
4. Financial support is universally available to support all music learners to progress
40
beyond fi rst access
5. More collaborative models of music education are established, involving support for and between
44
schools and relevant partners to help students to progress in music
48
6. Parental engagement is supported as a priority from the earliest years onwards
7. Young people are informed and engaged in shaping their own learning pathways and
52
involved in the development of music education programmes
8. New, integrated approaches to the teaching and assessment of learning of music
56
in a digital age are developed
Putting our ambition to work: Next steps for music education 60
Endnotes 62
EEEVVVEEERRRRYYYY CCCCHHHIIILLLDD TTAAKKIINNNGGGG MMMUUUSSSSIIIICCCC FFFFFUUUURRTTTTHHHEEERR 333
A Ten-Year Vision from The Music Commission
Summary
Retuning Our Ambition for Music Learning: A Ten-Year Vision
Every school is supported to provide an eff ective
music curriculum and the provision of a quality
music off er is a key performance measure
Every youn
Leaders in schools and education are confi dent
regardless of b
and enabled to put music at the heart of their
students’ learning
circumstances,
realise her or h
poten
New, integrated approaches to the teaching
and assessment of learning of music in a digital
age are developed
Young people are informed and engaged in shaping
their own learning pathways and involved in the
development of music education programmes
4 RETUNING OUR AMBITION FOR MUSIC LEARNING
A Ten-Year Vision from The Music Commission
The development of a diverse and skilled music
education workforce is extended through
enhanced training of specialist and generalist
teachers, and support to enter the profession
ng person,
Financial support is universally available to
background or support all music learners to progress beyond
fi rst access
is supported to
his full musical
ntial.
More collaborative models of music education
are established, involving support for and
between schools and relevant partners to help
students to progress in music
Parental engagement is supported as a priority
from the earliest years onwards
EVERY CHILD TAKING MUSIC FURTHER 5
A Ten-Year Vision from The Music Commission
Outcomes for the 2020s
11 22
Leaders in schools and education Every school is supported to
are confi dent and enabled to provide an eff ective music
put music at the heart of their curriculum and the provision
students’ learning of a quality music off er is a key
performance measure
Key recommendations:
• National Centres for Leadership in Music Key recommendations:
Education, established through the nomination
• School inspection and assessment models
of lead organisations in respective countries,
acknowledging the importance of music, cultural
working in partnership with teacher training
education and creativity that builds on prior
bodies, institutions of tertiary education and wider
knowledge and sets young people up to succeed
leadership programmes in education to embed and
in further study and life beyond. Schools that are
develop leadership skills in the music education
judged “outstanding” or high performing should
sector
have a rich creative arts provision including music as
• The appointment of national Music Champions, part of their “broad and balanced” curriculum. This
working with each of these Centres, to promote should be supported by a wider dissemination and
music education, progression and quality in the transparency of best practice in music identifi ed by
teaching and learning of music; to encourage school inspection services though periodic national
stakeholders to work eff ectively together; to advise reports and case studies
governments on action they and others could take to
• National curriculum models for the subject of
encourage a more conducive environment for music
Music, building on existing best practice to guide
education; and to motivate schools to place music
teachers and school leaders towards the specifi c
and creative education at the heart of their off er
knowledge and skills that music education should
• Music in Schools Awards. The development help students achieve at each stage of their musical
of schemes, building on existing initiatives, to learning. Music services and music organisations,
recognise and celebrate best practice in schools and Music Education Hubs, providing increased
built upon simple and readily evidenced criteria support for the music curriculum in alternative
such as having a specialist music teacher; an settings, such as special schools, pupil referral units
attached musician, composer or ensemble; and hospital schools to ensure equity of provision
engagement of the local music bodies in
• New contemporary materials to ensure
supporting progression; weekly timetabling of
that support for progress is at the heart of
music within the core curriculum; extra curricula
music learning in schools. This will involve the
choirs and ensembles; and support for students
development, by local and national partners and
and parents at points of transition.
publishers in music and music education, of a range
of high-quality tools and resources for schools
that provide the guidance and clarity for teachers
on how to teach and assess the fundamental
components of music.
6 RETUNING OUR AMBITION FOR MUSIC LEARNING
A Ten-Year Vision from The Music Commission
33 44
The development of a diverse Financial support is universally
and skilled music education available to support all music
workforce is extended through learners to progress beyond fi rst
enhanced training of specialist access
and generalist teachers, and
Key recommendations:
support to enter the profession
• Free school-based instrumental tuition for all.
In reviewing the structure and funding of Music
Key recommendations:
Education Hubs in England and music services
• A re-evaluation of the focus and content of initial elsewhere, evaluate the available resources among
teacher training (ITT) for music to include more education services, arts organisations and other
music training time allocated in PGCE courses relevant bodies to align and direct more funds
and all music teacher training to have a focus towards progression. This should include guaranteed
on progression, including time for music in the four-year agreements for the funding of Music
proposed two-year PGCEs in England. Higher Education Hubs and music services contingent on
expectations of recruits to primary ITT, and more agreed key outcomes for inclusion and progression
funding for specialist primary school music teachers
• The establishment of National Progression in
• National and local music teacher networks, to Music Challenge Funds and non-statutory and
promote peer learning, guidance and support, with philanthropic fi nancing opportunities open to
the aim of forging far more eff ective connections schools and local and regional partners to pioneer
for classroom, peripatetic and independent music and evaluate new approaches to supporting
teachers and schools to support progress and build progression in music and developing local and
common purpose and understanding regional ensembles
• Independent music teachers to be better valued • Music Premiums. The introduction of government
as part of provision, integrating them through schemes to support music in primary schools,
voluntary registration and accreditation into music with funding for music in schools more eff ectively
teaching focused on supporting progression, targeted at integrated fi rst access and progression
recognised by governments and music services programmes and more active use of the Pupil
Premium and comparable schemes to support
• Every secondary school with at least one music
disadvantaged pupils.
specialist teacher on its staff and initial teacher
training for all primary school teachers, combined
with improved programmes of accredited
continuing professional development in music
off ered locally and nationally
• The development of a diverse music education
workforce with support for a much wider range
of young people to enter the teaching profession,
in or out of school, with paid internships and
apprenticeships.
EVERY CHILD TAKING MUSIC FURTHER 7
A Ten-Year Vision from The Music Commission
Outcomes for the 2020s
55 66
More collaborative models of Parental engagement is
music education are established, supported as a priority from the
involving support for and between earliest years onwards
schools and relevant partners to
Key recommendations:
help students to progress in music
• Dynamic local and regional online Music Maps
that provide accessible tools and guidance for
Key recommendations:
parents and learners to see the formal and informal
• National Music Education Plans setting out opportunities available for them to develop their
national aims and expected outcomes, specifi cally musical interests, broaden their experiences and
setting a clearer framework for collaboration and make progress
implementation of local music education plans
• The establishment of national and regional Early
founded on partnerships working to deliver local
Learners’ Music Forums bringing together emerging
progression strategies, engaging schools, music
initiatives and including broadcasters, online
organisations, other education establishments and
content developers and educationalists to support
local musicians and independent music teachers
pre-school music learning and provide resources for
• The establishment of Research and Knowledge parents, nursery schools and childminders
Exchange Centres for progression in music
• Targeted broadcast and social media information
education, run in each country by existing academic
enabling parents, carers and young people, led by
and expert organisations and in England in
schools in partnership with music organisations, to
partnership with Arts Council England, to generate
access authoritative guidance on the wider benefi ts
research, promote best practice and innovation on
of music and the value of music education for child
the learning of music, funded by Research Councils,
development and well-being.
lottery funding, other charitable and philanthropic
sources; working alongside and supporting the
Music Champions to develop locally-available
resources supporting progress in music
• New schools’ partnerships, involving groups of
primary and secondary schools, and bringing
together networks of teachers, working together
to defi ne a locally-agreed curriculum to promote
access, inclusion, diversity, progress and greater
consistency in content and approach for pupils
• Collaboration, alignment and partnership in
support of local need is a stipulation of the funding
for arts and music organisations, including in
England through Arts Council England, National
Portfolio Organisations, recipients of project grants
and Music Education Hubs. This will require building
further on support from Music Education Hubs and
others to ensure that learning provision by National
Portfolio Organisations is closely aligned to local
need and activity.
8 RETUNING OUR AMBITION FOR MUSIC LEARNING
A Ten-Year Vision from The Music Commission

77 88
Young people are informed and New, integrated approaches to
engaged in shaping their own the teaching and assessment of
learning pathways and involved learning of music in a digital age
in the development of music are developed
programmes and initiatives
Key recommendations:
Key recommendations: • A UK Digital Research and Development Fund for
music, piloted through an organisation such as
• A requirement placed on music organisations
the Arts & Humanities Research Council, for music
to involve young people and to act on their
education, funding three-way partnerships between
views to bring about a shift in music education
music organisations, tech companies and academic
culture; one that values young people’s voices
researchers to test new ways that technology can
and, in appropriate cases, a grant condition for
be used in music education, drawing on the lessons
music organisations to consult and report on this
of the Digital R&D Fund for the Arts in England
involvement in their planning and programme
delivery • A Technology in Music Competition, piloted by
the music industry, to showcase the most exciting
• Dedicated and youth-led spaces provided for young
uses of technologies in making music by young
people’s learning in local centres and schools,
people across the UK. This to specifi cally lead to
supporting the creation and exploration of music
the creation of champions and role models – led by
equipped with the technology to connect young
young people themselves - to connect learners to
people in their music making and creativity
new technologies for music learning and teaching
• Best practice guides and case studies on the
• A Music Education Digital Forum spearheading new
engagement of the voice of young people in
UK-wide partnerships with the music industry, tech
music education delivered through Research and
companies and music educators to identify best
Knowledge Exchange Centres for progression,
practice, jointly develop standards and resources for
including conducting regular national and regional
the development of innovation in music education
surveys of the views, ambitions and musical
resources to catalyse the use of technology, develop
aspirations of young people facilitated by arts
support and tools for schools.
councils, music services and other music education
providers.
EVERY CHILD TAKING MUSIC FURTHER 9
A Ten-Year Vision from The Music Commission
About The Music Commission
The Music Commission was established by the Our approach has been to seek to review the
Associated Board of the Royal Schools of Music evidence to better understand the routes into and
(ABRSM) and Arts Council England to examine how through musical learning, in order that these support
people from all backgrounds, especially young needs can be addressed as people move through the
people, can be the best they can be in music. And we stages of learning music. This is as relevant to music
focus on young people in this report because that’s learners in Singapore as it is to learners in Scotland.
where it all begins. Because we know that getting To this end, we have carried out independent analysis
it right in those fi rst stages is the platform for a with the goal of making practical and realistic
lifelong interest in music making, participation and recommendations for policy makers and leaders at all
performance. levels in education both in the UK and globally.
We started from the premise that making progress in The Music Commission is chaired by Sir Nicholas
music matters. Making music to the best of our ability Kenyon, managing director of the Barbican Centre,
enriches and connects us. It unlocks talents and skills former director of the BBC Proms, and former
that we use every day that benefi t us throughout controller of BBC Radio 3.
our lifetimes. At the pinnacle, it generates signifi cant
The Music Commission’s Panel members are artists,
economic value.
chief executives, academics, economists, music
But progress is also complicated. In or out of school, educators and leaders, each with infl uential roles in
there are many factors that aff ect whether we can the music and arts world. They have expert insights
reach our musical potential. Assessing how progress into the diff erent ways that music is taught and
can be supported is kaleidoscopic in its nature, learned, and all work to promote the value and role
considering home environments, geographies, of music today.
fi nances and funding, school structures, teaching,
community music resources, learning styles, and the
rapid pace at which technology is changing amongst
many other factors.
Our work has explored the conditions in which
progress in music can be better sustained, including
looking at barriers, assessing best practice and
identifying the support that needs to be in place. It
has taken us to schools, community groups, choirs,
bands, ensembles and orchestras to name a few. Our
team has spoken to and heard from people from
all backgrounds, those at the top of their musical
careers as well as those playing their fi rst notes and
singing for the fi rst time in a choir. Whilst our inquiry
and fi ndings have taken us to every corner of the UK,
much of what we have found applies to the learning
of music wherever it takes place.
111000 RREEETTTUUUNNNNIIIINNNNGGGG OOOOUUUUURRR AAAAMMMMBBBIITTIIOONN FFFOOOORRRR MMMUUUUSSSIIICCC LLEEEAAARRNNIIINNNNGGGGG