Stepping into Music early years training programme is recruiting now
5 March 2010
Stepping into Music (SiM), the Dalcroze Society’s early years workshop and training programme, is accepting applications for a new intake of trainees for its accredited course for musicians, dancers and the early years workforce. The next course will begin in April and an application pack can be found at www.steppingintomusic.org.uk, which also offers more information about the programme and about the proven developmental benefits of integrated music and movement activity for this age group. The deadline for applications is Wednesday 31 March 2010.
SiM will help address the lack of skilled and experienced practitioners to lead and deliver music and movement activity in early years settings across the country, by equipping an enthusiastic new team of practitioners with the skills to develop and deliver work to babies and young children in the future. Successful trainees will emerge from the course with either a Level 4 or Level 5 Certificate in Early Years Music and Movement accredited by Canterbury Christ Church University. It is hoped that, together with this recognised qualification and the confidence gained from undertaking the course, these trainees will go on to set up and run their own regular sessions with under-fives.
Mayor of London launches strategy for music education
3 March 2010
The Mayor of London, Boris Johnson, has announced a two-year programme of activity aimed at boosting music education provision in the capital, supported by £100,000 of seedbed funding. Making Music Matter: A Music Education Strategy for London 2010-1012, was launched at the Royal Festival Hall on 2 March.
Since the closure of the Inner London Education Authority music service in the 1990s, there has been no London-wide strategic agency for music education. While musical activity for young people is flourishing in some respects, provision is not consistent across the 32 boroughs and some aspects of music teaching, particularly instrumental and vocal tuition, that are difficult to access for those on low incomes. While early access is generally good, the increasing pressure on local authority budgets means it is harder to provide free intensive tuition and progression opportunities at intermediate and advanced level.
The Greater London Authority (GLA) Music Education Programme has grown out of the lord Mayor’s summit on music education in January 2009. It will seek to improve the provision of music education in London by brokering relationships, conducting research and producing advice for the music education sector in London, with the intention of stimulating growth and partnerships by 2012, leading to sustained improvement in the longer term. It will consist of the following strands of activity:
The Mayor’s music education fund
£100,000 to seed fund partnerships between local authority music services and ensembles in the city, through a grant fund which opens in May 2010. The aim is to give young people the experience of working with professional musicians, encouraging them to make music in ensemble while helping to raise their musical aspirations. It will also strengthen and deepen the partnership working between London’s music services and the orchestral sector. The fund will be administered by the GLA in partnership with the London branch of the Federation of Music Services, working closely in the first instance with the Association of British Orchestras.
An audit of music education provision
This will be produced in stages throughout 2010-12 and used to shape understanding of provision and identify gaps or areas needing additional support
Rhythm of London
An annual showcase event, inaugurated last year. This year’s will take place 17-24 April. Supported by a website signposting musical opportunities for young people and ultimately linking advisory services and schools
Events and publications to support teacher development
Advocacy to funders and government
Consultations with young people, teachers, parents and music education providers through events, online activity and social media to help improve communications across the sector and ensure that providers are aware of people’s needs.
The programme is steered by a 15-strong board chaired by Karen Brock, head of Tower Hamlets Arts and Music Education Service, with Richard Morris, recently-retired chief executive of the ABRSM, as deputy chair. It includes representatives of the Barbican, the Guildhall School of Music and Drama, the Southbank Centre, the London Symphony Orchestra, Youth Music, Music for Youth, Arts Council England and the charity London Music Masters.
Speaking at the launch, where he was serenaded on arrival by children from St Stephen’s Primary School who are participating in Lambeth InHarmony, Boris Johnson declared his own enthusiasm for music and paid tribute to the teachers at the Chalk Farm primary school attended by both the foreign secretary, David Miliband, and himself, who had nurtured that enthusiasm by putting violin and recorder-playing at the heart of school life. He said that although the GLA is not a major funder of music education in London, it works in partnership with a range of organisations to improve the delivery of cultural services and there was a widespread consensus that it should play a strategic role in shaping music education in the capital.
ISM chief rallies the troops in support of music education
3 March 2010
The music education sector needs to decide what constitutes a high-quality music education and what can be done to ensure that this remains available to children regardless of which politicians are in power after the forthcoming election, said Deborah Annetts, chief executive of the Incorporated Society of Musicians (ISM), in a keynote speech at MusicLearningLive2010, held last month at the Royal Northern College of Music, Manchester.
Analysing the pledges of the three main parties with respect to education, Annetts noted that the current government’s proposals centre on literacy and numeracy, while there have been hints that the Conservatives may remove music education from the schools ministry and include it in the culture portfolio, leaving it vulnerable to being removed from the core curriculum. In the hurly-burly of political debate, she said, music education could easily be lost. ‘But it must not be lost. It is too important to be lost.’
Music education has had significant support since 1999 when the government introduced the Standards Fund for Music, which is ring-fenced funding, allocated to music education for local authorities to distribute each year, she said. ‘Without the leverage of the ring-fenced Music Standards Fund, it is likely that a significant part of the music education funding of £219 million, together with infrastructure, would be lost.’
In support of its case, the ISM commissioned a YouGov poll which proves, Annetts said, that it is not just music professionals who recognise the value of music education. It revealed that 91% of adults believe that every child should have the opportunity to learn a musical instrument in school, and more than three quarters of the public back the current level of funding for the Standards Fund.
‘And did you know that when you break this down the Standards Fund costs just 3p per person per week? Now that is good value. As a sector we need to argue strongly for the Standards Fund for Music to be maintained at least at its current level, if not increased, to 2015.
‘Not only do we have a music education system which is recognised as world-class, but we also have a general public which is hugely supportive of music education. We should recognise this fact and be very proud. Perhaps music educators have been hiding their lights under a bushel for too long. Perhaps now is the moment for us to speak up loudly and proclaim just how good music education really is in this country and how much support it.’
Annetts also stated that performing arts graduates are more likely to be employed than most other graduates. ‘No wonder then that it was the Creative Economy which was the only part of the economy which grew during the recession. We should be nurturing this sector and ensuring that we have the skills and the talents with which to continue to support and grow it.’
In MusicLearnngLive’s second keynote speech Paul Collard, chief executive of Creativity, Culture and Education, suggested that children’s services might be best placed in the future to engage with artists and arts organisations to provide cultural education; Artists including musicians have successfully made the case for the social value of the arts; children’s services recognise this and also recognise that they do not have the expertise to deliver arts activities. However on a less positive note Collard endorsed the concerns of the many conference delegates who deplored the short-termism of initiatives such as the Wider Opportunities instrumental teaching programme, which offers whole classes of primary school children the opportunity to learn one or more instruments for a year. Quoting one mother who had refused permission for her child to take part in the scheme on the grounds that it would inspire an enthusiasm that she could not afford to nurture by paying for lessons after the free provision ended, he reminded delegates that many families on the edge of deprivation were in similar situations. According to CCE’s research, such families also face many other hidden barriers to participation in the arts.
John Stephens receives ISM's Distinguished Musician Award
2 March 2010
The musicians' professional body the Incorporated Society of Musicians has given its Distinguished Musician Award to John Stephens OBE for his pioneering work in music education.
John Stephens is only the second music educator to receive the award, whose previous recipients have included Jacqueline du Pré, Pierre Boulez, Sir Simon Rattle, Dame Janet Baker and Sir Mark Elder. The award has been presented since 1976 and rewards an 'outstanding contribution to British musical life'.
John Stephens has been at the forefront of developments in music education for more than 50 years. Beginning as a teacher in Hampshire and Essex, he became music adviser in Shropshire and joined Her Majesty's Inspectorate in 1968. There he helped to develop the Schools Council Music Project directed by John Paynter at York University.
As staff inspector for music at the Inner London Education Authority (ILEA), Stephens led a large team of teachers and musicians and succeeded in opening up many of London's concert halls and opera houses to young audiences. He was instrumental in setting up the education programmes of the Royal Opera House and Wigmore Hall and in the 1990s he shaped the recommendations of the National Curriculum for Music and played a key part in establishing Youth Music. He was President of the Incorporated Society of Musicians in 2001-02 and in 1999 was honoured with the OBE for his services to music education.
ISM President Kenneth Ian Hÿtch said: 'John Stephens is not a household name and there will be thousands who are unaware of the debt of gratitude they owe to his determination to put music securely at the centre of education and make it accessible to all.
'It is timely, in this year in which the ISM is focusing strongly on education, that John should receive this important distinction from his fellow musicians and music educators whom he has served selflessly for so long.'
John Stephens said: 'I am deeply honoured by this award that I accept on behalf of all the music teachers I have worked with over a lifetime in music education. Music educators have always worked closely with their professional musician colleagues and this award marks the importance given to their work by the ISM that represents all sectors of music and music-making. It is a powerful partnership, and one that, in the present political climate of threatened cuts in public spending, politicians should not underestimate.'
Vocal Process offers Developing Voice workshop in London on 27 March
2 March 2010
Child and adolescent voice researcher Jenevora Williams will lead a one-day course for singing teachers and their pupils at the Royal Academy of Dramatic Art, London, on 27 March. 'The Developing Voice: 0-20 in 6 hours' covers physical and vocal changes from the early years of childhood to 19 and beyond. Participants will discover which vocal techniques are appropriate at which stage of vocal change, and will be helped to understand the limitations of range, volume and timbre in developing voices and helping young singers stay vocally healthy. They will find out how to sing safely in different musical genres, enabling teachers to give their young performers more choices. The course includes sound file examples of different stages of change in boys and girls. Participants also receive a booklet of information written by Jenevora Williams.
Venue: RADA 18-22 Chenies Street London WC1E 7PA Time 10-5pm Price £107, Teacher & Student rate £157
More information from Vocal process: +44 (0)1544 267946, firstname.lastname@example.org, http://www.vocalprocess.co.uk
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