Participants in this study appeared to recognise the value and importance of children’s spontaneous musical activities and to encourage it describing the benefit for children’s holistic development and the role of music in attachment and bonding. However, they also appear to have identified benefits for children in attending organised, structured musical activities both within the home, but more substantially outside the home.
It is recommended that parents and carers are offered guidance and advice about the importance of acknowledging and valuing young children’s spontaneous musical activities in the home. It is a matter of concern that parents might lack confidence to instigate and encourage young children’s musical activities in the home;
It is recommended that an online database of trialled and validated musical resources be made available for parents and carers to use in the home;
It is recommended that this study is extended to include particular groups of children and families such as minority ethnic groups and children with disabilities;
It is recommended that a study to explore young children’s musical activities in early years settings be conducted to explore the understanding and practices of early childhood practitioners given the importance of young children’s spontaneous musical activities in their overall and holistic development as noted from the literature review in this report.
Martin Fautley (Birmingham City University), Pam Burnard and John Finney (Cambridge University), Pauline Adams (Institute of Education), Jonathan Savage (Manchester Metropolitan University).
How can composers and teachers be supported to work most effectively together?
How do professional composers make judgements about the quality of compositions and what are the indicators of progression? What correlation is there between these criteria and those of exam boards?
What does creative progression look like – for example the difference between a Year 7 and a Year 9 composition – and how can we ensure progression within the secondary curriculum, particularly given the genre-based approach?
What are the challenges around assessing creativity and how can students be supported to take risks, fail and experiment in a system where assessment is central?
PhD student Shannon Ludgate of the School of Education talks about her research on children’s use of touchscreen technology. Shannon describes her research and what she hopes to achieve during the course of her PhD.
Role at BCU: PhD Researcher and Graduate Teaching and Research Assistant
Research Interests: Family Learning, Adult Education, Literacy, Ethnicity
Research you are currently working on: My PhD is looking at Family Learning initiatives in Birmingham. My research questions are:
What does family learning mean to parents, children and practitioners?
What does best practice look like in different contexts?
How can best practice be implemented in all family learning institutions?
Can a framework for monitoring the benefits of family learning be established and embedded into institutional practice?
Research methodologies you are using: I am going to carry out case-studies of 3 Family Learning providers. I will use semi-structured interviews with families and practitioners and observations of learning sessions. I also plan to use Visual and Sensory ethnography and Discourse Analysis.
Current issues, thoughts and reflections on education & research: It is an exciting time to be within the School of Education at BCU as the school is expanding and the links between teaching and research are getting stronger!
Most influential research you have read/seen: Black Masculinities and Schooling: How Black Boys Survive Modern Schooling (Sewell, 1997)
Advice for new researchers: Don’t be afraid to try new and innovative techniques whilst carrying out your research.
Mini fact about you: I have a trainer addiction (currently on 18 pairs and counting!)