“Creating an atmosphere in the classroom where all musics and pupils are equal – isn’t that what KS3 Music is all about?”
This one-day conference addressed the topic of inclusion and engagement in KS3 Music classrooms. With a varied programme of inspirational keynote speeches, interactive musical workshops, ideas speed-dating and sharing case studies, this event – curated by secondary music teachers in collaboration with Music Excellence London key partners – was designed to arm anyone working in KS3 Music in London with strategies, skills, contacts, support and inspiration, to take back into their classrooms and organisations the next day.
Provocations posed to spark conversations during the day included:
“Are whole-class ensembles real engagement?”
“How do you broaden your pupils’ musical horizons?”
“What is the place of the discussion around ‘social justice and music education’ in the KS3 Music classroom?”
“Do we need to be bolder in addressing the subject of diversity in our KS3 Music classrooms?”
Click the session titles below to view and download associated presentations and resources.
Three perspectives of inclusive music for young people
Katie Hasler (Wood County High School), Gareth Gay (Glenthorne High School), Alex and Kenia (Hackney Youth Music Forum) each gave their perspective and experience of approaches to ensuring inclusive music for all young people.
Download the presentations by clicking the images below:
Composition using iPads and Apps
James Rose & Ben Sellers, Drake Music
Musicians and workshop leaders James and Ben delivered a session incorporating a mix of live sampling/sound capture and composition using iPads and Apps, leading to a sharing conducted by James. They also touched on the Drake Music accredited Compose and Perform course, along with other Drake Music programme activities and resources.
Please click the links below to engage with Drake’s Community of Learning and to access resources:View Website
Create an inclusive ceilidh band
Cassie Tait, & Sarah Jones, English Folk Dance and Song Society
Learn an engaging ceilidh tune by ear and create an arrangement to form an instant band! We’ll play together on a choice of penny whistles, ukuleles, percussion or iPads – or bring any instrument of your own. Building from accessible starting points, suitable for students with diverse learning needs and musical skills, we’ll layer our music-making to create irresistible, toe-tapping music – and have the option of learning the accompanying dance. You’ll leave the session with material you can put into practice immediately in the secondary music classroom – supported by freely downloadable resources from the EFDSS Resource Bank.
Download the resource pack by clicking the image below:View Website
Professional Learning and Next Steps
This short session, led by Andrea Spain on behalf of Trinity Laban Conservatoire of Music and Dance invited delegates to consider how they learn with a take-away toolkit to help plan strategies that embed and enhance professional learning as part of day-to-day practice.
Download the resource by clicking the images below:
How can Music Education Hubs better work with secondary teachers/schools and vice versa
Stuart Whatmore, Tri-borough Music Hub & Jane Da Costa, Royal College of Music
This workshop looked at how the Tri-borough Music Hub (TBMH) with its Strategic Partner, the Royal College of Music, currently supports KS3 teaching in secondary schools. They unpicked what was missing from the TBMH model, what they would like to do, and how this could be achieved. Participants were able to contribute to generating their ideal MEH support programme and helped shape what can be done to improve connections between schools and Music Education Hubs.
Modelling an integrated aural approach to musical learning
Paul Christmas & Trevor Smith, Woolwich Polytechnic School
In this practical workshop, practitioners were led through varied and progressive musical activities which modelled how teachers could bring together performing, composing/improvising, listening and assessment in their classroom. The focus of the session was music making that includes all students whatever their musical backgrounds, strengths and interests. The workshop demonstrated an integrated aural approach to musical learning using a range of techniques that could be adopted and manipulated by practitioners to use in their own teaching.