It’s more than four years since Make Music Gloucestershire was formed. Anita Holford, who’s freelanced for the Hub throughout that time*, looks back at her experience of this period of change, and has some questions for music educators for the next phase of hub working.
Around five years ago this Autumn, I was freelancing for Gloucestershire Music, helping the team with the development of a new website. There had been murmurings that a change was about to take place in music education, and that things would be very different for county music services in England.
Before we knew it, a little like Alice stepping through the looking glass, we were transported into a world of music education where things were very different.
The Department for Education announced that it would no longer directly-fund county music services. Instead, it would expect groups of music education organisations in each area to bid for funding to form ‘music education hubs’ and deliver on requirements set out in ‘A national plan for music education in England’ 2012-2020.
Shifting our ways of thinking and working
Anyone who works with me knows that I believe in hubs, and in the model we have in Gloucestershire.
The whole concept of hubs was about reaching more children and young people and providing joined-up pathways for them, based on their needs and interests.
This meant supporting the non-school music education workforce (music services, music education organisations, individual music tutors, other organisations working with young people in music) to shift their way of working and thinking.
They would have to work in partnership with schools, which meant moving towards a more market-led approach. The tricky bit was and is, that this needed to be balanced with delivering on the requirements (Core and Extension roles) set out by the new funding.
But the big idea at the heart of this change was that no single organisation could provide that ‘light bulb’ moment for each young person, where they’re switched on to music. Or indeed all the opportunities and support that need to come afterwards, so they can progress as musicians; use music to support their own social, emotional and personal development; or simply develop a life-long love of music.
For many, having an inspiring instrumental tutor in their school, taking part in an ensemble or orchestra, or seeing an inspiring orchestral performance will turn on that light.
For others, taking part in a singing project, world percussion, or iPad music-making programme in their school is far more likely to reach them. Or getting support for their independent music-making in rock, pop and music technology through community studios or out-of-school creative music-making sessions.
Gloucestershire’s model – something to be proud of, and more to do
We have all these opportunities in place in Gloucestershire, and more – either through Hub partners or other deliverers. And they’re pretty well networked and communicated, although there’s far more we can do. We’re also working far more effectively in partnership, as delivery partners and with schools. Again, there’s a long way to go – particularly in finding ways for schools to have a real say and work alongside us, rather than see us as ‘providers’. We also have an exciting, emerging, youth voice strand of work.
Yes, it’s been difficult. Having other providers share the responsibility – and the funding – to deliver on the government’s plans for music has put Gloucestershire Music in a really difficult position. While it’s funding has gradually been cut, it’s had to work in partnership with those organisations who are now, in a commercial sense, taking some of its market share.
And it isn’t always easy working in partnership, putting the ‘greater good’ first and the interests of your own organisation second. But that just makes me even more of a fan of hub working: because it’s hard, and it brings out the best (occasionally the worst), in people and organisations.
In Gloucestershire, the Hub is not simply the music service with another coat on. Funding, decision-making and responsibility for outcomes are distributed amongst a core of key partners (although the County Council currently holds the funding). We’ve had an inclusion strategy that’s been central to our work, and we’ve recently developed a new one to reflect where we are four years on. Those are two things to be hugely proud of.
We haven’t always got things right. The initial model of a commissioning team didn’t give Hub partners enough say in decision-making, or accountability. Initially we didn’t really take account of what young people thought. And we’re still struggling to form effective partnerships with many schools.
And no, we’re not achieving all we want, as fast as we want. The work we do in schools is often short-term which limits its impact; we need to continue to get better at reaching those young people who are facing the biggest barriers in learning and in life; and ultimately we need to keep on improving our numbers and our outcomes.
Four years is not long when you’re creating cultural and systemic change. There are many hurdles still to overcome, so as we welcome the announcement of continued funding for hubs, here are a few questions for us to consider:
- How can we create a clear strategy that looks beyond Arts Council England/Department for Education funding requirements, measures of success, and timescales, to the difference *we* want to make in Gloucestershire?
- How can we share resources and knowledge with other hubs to save money and avoid duplication?
- How can the music service protect itself from further cuts, generate more income, and evolve to meet all young people’s needs?
- How can we make the case more powerfully for the place of music in schools, and help schools find ways to give more priority to music – in particular those facing the most difficult economic and social challenges?
- Long-term music education is still something that’s mainly accessible to wealthier families (see ABRSM’s recent ‘Making Music’ report). What changes need to happen in Gloucestershire so we address cost and other access barriers in all our work, as well as in targeted work with young people in challenging circumstances?
For those of us working in education, September feels like the start of a new year and one of the things people do as a new year approaches is look back over the last year so here’s Peter Holmes’ review of 2015/16 for the music hub:
We were fortunate to have an increased investment in music education when ministers put an additional £17m into the Arts Council grant. That translated to an extra £250,000 in Gloucestershire and has enabled us to widen the offer we can make. We want all children to experience and enjoy music so we have provided support for more out of school activity, provided more opportunities for young people to write songs and perform them and supported a wide range of concerts where children can participate either through performance or active engagement with musicians. All this on top of the core work of providing whole class tuition, Saturday morning music centres and high quality orchestras and groups!
There have been some wonderful performances where young people have shown their talents; Christmas concerts, national competitions, all Gloucester secondary schools in the cathedral and a fabulous concert where children from all our special schools were able to perform. But there have also been opportunities for some young people who don’t find school easy to build their confidence through playing and performing to classmates or friends.
The hub has worked with nearly 250 of the 300 schools in Gloucestershire. We know schools value music as part of their performing arts – just look at the front cover of any school prospectus or website to see that. What we need is more encouragement for children to take their interest to the next level whether that is playing an instrument, singing or making music through technology. Of 90,000 children and young people in the county, less than 2,000 appear to be actively engaged in music outside the classroom. I say ‘appear’ because we haven’t been good at getting information – a point that the Arts Council has challenged us on.
This year, with the help of Omar Khokher (Severn Vale School) and Analie Hart (Heron Primary School), we have produced a simpler questionnaire which will be easier and less time consuming for schools to complete. The new questionnaires can be found below:
Entries in these surveys are visible to all, however there are no data issues as there is no personal data included. If you do not wish to have your information visible you can still use the original data app which can be found here www.glos.musicdatashare.org.uk/ If you need help with this survey, please contact Mark Medland
So, I hope we can share a new year’s resolution to encourage more children and young people to develop their talents and can I encourage schools to complete the return before 30th September?
Peter Holmes is Head of Access for Learning at Gloucestershire County Council.
There are lots of resources available out there for primary music teachers, but knowing how busy we all are, we also know it’s not always possible to find/access them.
With this in mind we asked Analie Hart, from Heron Primary, to put together her ‘top tips’ for resources and support that range from ‘free’ to ‘great value’
What can you get for FREE?
- BBC Ten Pieces – a fantastic project exploring ten pieces of classical music with loads of video clips and resources. You can order a free DVD and also download a fantastic free e-book all about instruments of the orchestra. Visit the website
- BBC Musical Mysteries – this is a fun website exploring different musical elements. Visit the website
- MMG website and monthly enewsletter – make sure you are subscribed to the newsletter. It will keep you up to date with news and opportunities for you and your pupils, and local and national resources. The website is also full of helpful articles, advice and links. Visit the website. Sign up for enewsletters. Follow MMG on Facebook and Twitter
- Espresso – if your school uses Espresso, there are some great resources and video clips under the Music section.
- YouTube – if you are able to access it from school, YouTube is full of fantastic resources.
- Linking with other local schools – you may find that your local secondary school would love to create a link with you. For example, this might be bringing their choir to perform at your school or allowing you to use their resources.
- Free support session from a music specialist – did you know that you can have a day’s input (up to three hours in-school) from a music specialist to help you with developing music in your school? This will be tailored to your needs. Visit the webpage
- Small Grants of up to £1,000: did you know that you can apply for a grant of up to £1,000 to develop extra-curricular music in your school? One example is a school that bought a set of Djembe and then paid for a specialist teacher to lead the African Drumming Club. One year on and the club is thriving with a small financial contribution from parents each week. Find out more
What can you get that’s very low cost?
- Cheltenham Music Festival – every year the Cheltenham Music Festival offer a series of heavily subsidised workshops for schools, approx. £30 per workshop. They also invite children to a concert at the Cheltenham Town Hall with an optional workshop afterwards. The cost is generally £1 per child and is an amazing opportunity for children to experience live music. Make sure you are on their mailing list to ensure you have up to date information. Visit the website.
- Charanga Music – MMG subsidise the cost of Charanga music (an online music scheme), bringing it down to £150 per year. The scheme is proving very popular across the county. You can get a free 30-day trial to get an idea of what is on offer. There are also free training sessions. Visit the Charanga website or the MMG website for more information.
- Cluster singing events – Contact Lisa Mayo, MMG’s Singing Champion, to find out about being part of Cluster Singing Events.
What can you get that’s great value?
- Young Voices – an amazing opportunity for children to perform as part of a huge choir with thousands of other children. Our local one is Birmingham, usually in January. An unforgettable experience for the children. Visit the website.
- Music for Youth – another fantastic opportunity for schools as well as young people. Enter your music group and you could get the chance to perform at Cheltenham Town Hall, Birmingham Symphony Hall and even the Albert Hall! Visit the website.
- The Songwriting Charity – will come in and work with a class or group of pupils to create their own unique song in a day. This can be accompanied by a video. To see the high standard of their work have a look at some of the songs and videos on their website or YouTube
- The Music Works – services include whole class iPad/music tech programmes, small group music mentoring for students at risk of exclusion, low attainment, mental health problems, singing programmes. Visit the website.
- Gloucestershire Music – offer whole class ensemble tuition on a variety of instruments including violin, clarinet, recorder, brass, percussion and ukulele. Visit the website.
- Groove On – offer world whole class percussion in blocks of 10 or 20 weeks, or half/full day sessions. Visit the website.
- Gloucestershire Academy of Music – offer whole class woodwind, string and brass tuition in blocks of 20 weeks. Visit the website.
To find out more about the offers above, as well as other partners of the Hub, download our latest Schools Brochure here.
We hope you’ve found this list helpful. If you know of any other resources and/or support that you think should be included please let us know – email Brenda Whitwell
Good luck with developing the music in your school!
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