ARBSM launches new jazz course
2 June 2011
ABRSM is to run a new four-day course entitled Developing Jazz Techniques, which will be held in Bournville, Birmingham, on 2-5 August. The course is aimed at instrumental teachers who have some experience of jazz but would like to develop their skills through sessions on teaching, performing, history and theory of jazz.
It will cover all aspects of jazz playing and teaching, with a particular focus on rhythmic styles, modes and scales, interpreting chord symbols, improvisation, and playing by ear and from notation. Richard Crozier, ABRSM’s director of professional development said: 'Teachers who come on this course will expand their performing and teaching repertoire, develop new musicianship skills, and gain confidence in teaching jazz to their students.'
CT ABRSM Alumni Association members receive a 10% discount.
JamPods have landed in Wales
2 June 2011
Mix Music Education, JamHub and Roland have worked with Gwent Music Support Service (GMSS) to launch Wales’ first JamPod ‘noiseless’ rock and pop facility at Duffryn High School in Newport. The space offers high-tech facilities for up to 12 separate bands, of up to 6 people each, to enjoy professional electronic pop and rock instruments and recording equipment. Digital instruments with headphones allow each player to choose what they hear for either private practice or a mix of band instruments. Players can access expert tuition and the JamPod is available for all ages and groups. Band members from Goldie Lookin Chain launched the facility, saying: ‘a lot of people will realise potential they didn’t know they had because of this.’
The project in Newport is the biggest JamPod site in the UK, with others already set up in Bristol, Liverpool, Windsor and Swindon, with more planned for Birmingham, Bolton and Hampshire. GMSS have also been working with Mix Music Education in the development of Bandplayer video tutorials.
EBacc harming music in schools, musicians tell government
25 May 2011
The Incorporated Society of Musicians (ISM) continues to lobby government against the current English Baccalaureate (EBacc) policy. The EBacc ranks schools by attainment across a narrow selection of subjects which excludes, among others, music. The ISM believes that the effects of this policy are already being seen in schools and that young people in England may soon find it difficult or even impossible to study music at GCSE level.
In a letter to Nick Gibb MP, schools minister, and the Education Select Committee, the ISM’s chief executive Deborah Annetts said: ‘Fifty-six per cent of our members in a position to comment have already noticed music being squeezed out of their schools.’
The ISM also drew attention to Cambridge University entry guidelines which put music among the highest subject rankings, and Darren Henley's reccomendation for music to be included in the EBacc. Deborah Annetts added: ‘Without music GCSE being given the weighting it deserves, our cultural and creative economy will be put at risk, and young people who want to be involved in the music sector will have their efforts hampered.’
In a parliamentary written response on the subject Nick Gibb commented that: ‘The EBacc is not intended as a list of the only valuable or rigorous subjects. We recognise the importance of music which is why we commissioned Darren Henley's review of music education. We will respond to his recommendations with a new national plan for music education in the summer.’
Findings from the Education Select Committee’s inquiry into the EBacc are yet to be presented.
Call for anecdotal evidence
20 May 2011
Jonathan Savage, MT contributor and reader in education at the Institute of Education, Manchester Metropolitan University, is collecting evidence of current secondary music provision at Key Stage 3 and 4. In particular, he hopes to present an overview of how music teaching has been affected by recent changes in education, such as the English Baccalaureate. Should any readers feel willing to contribute to this research you can view request for stories here and either respond via the teachingmusic.org.uk forum or to Jonathan Savage directly at email@example.com.
It is hoped that by gathering accurate anecdotal evidence of the changing landscape of music in our schools, and publishing these short stories online, and anonymously if preferred, Savage can provide a platform for music teachers to be heard.
You can read the stories that have been collected so far at jsavage.org.uk.
NAME publishes guidelines
20 May 2011
The National Association of Music Education (NAME) has published guidance materials to support Assessing Pupils’ Progress (APP) under the current national curriculum. Written by Kevin Rogers, county inspector for music in Hampshire, on the basis of previous QCDA research for APP in the foundation subjects, and trialled by current teachers, these materials give secondary music teachers a national framework for assessing a student’s progress against essential aspects of musical learning within the national curriculum. The document is available free from NAME’s website.
Page: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148