Tag Archives: Music

Conference report: CSPACE Conference 2017

On the 10th July 2017 the third annual CSPACE education conference took place at Perry Barr campus of BCU. The conference was a great success and it was wonderful to see so many engaging and exciting research contributions from colleagues from across the university. The conference was entitled ‘Connecting Communities: Spaces for Creativity and Collaboration in Education’ and presentations covered a diverse range of themes related to this.

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The conference kicked off with a keynote from Laura Watts, Simbi Folarin and Liz Garnham (MBE) who run Dens of Equality, a not for profit community organisation which is focused on creating inclusive community play leisure and learning opportunities for disabled and disadvantaged children across Birmingham. Laura, Simbi and Liz discussed the strengths and challenges of working at a grassroots level engaging in community capacity building and embedding local partnership against a landscape where play work remains consistently undervalued. Conference delegates gave lots of positive feedback about the keynote and the inspirational work Laura and colleagues are doing with access to extremely limited funding and resources.

Presentations covered a wide range of topics at the conference, from the use of touchscreen technology in the early years to the importance of multi-agency working for young people’s creative musical engagement and lots in between!  It was fascinating to see the work that colleagues are engaging in across the university and was great to see such a wide representation from both experienced academic staff and newer researchers and post-graduate students. Given the conference themes of community, creativity and collaboration it was important that students were included within this and so we were thrilled to include undergraduate student researcher awards for the first time.

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There was also a great range of hour-long workshops on offer at the conference, including a symposium on improving learning and teaching in Higher Education through collaborative observation, a workshop on rhythm analysis and a performative ‘armchair discussion’ on practitioner inquiry into research supervision. During lunch delegates had the opportunity to view the impressive posters offered by colleagues and vote for their favourite one.

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As first-year PhD students organising the conference was a steep learning curve! Each of us also presented at the conference and although we were all incredibly nervous it was wonderful to be able to share our work in its initial stages surrounded by supportive peers. The conference offered a real climate of collaboration and the questions and comments posed by colleagues were extremely useful in extending our thinking around our research.

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It was also great to get to meet so many colleagues from across HELS and the wider university and we all agreed organising the conference really helped us to feel embedded into the community of BCU. It was also great to see some really positive comments on twitter from conference delegates, search #cspaceconf17 to relive some of the best moments of the day. We hope that you all enjoyed it as much as we did and are looking forward to #CSPACECONF18!

Bethany Sumner, Emma Nenadic, Bally Kaur, and Gail Kuppan
CSPACE Conference 2017 Committee

 

 

Research Snapshot: Communicative musicality – sounds rhythms and pulses in music and language

Researcherspno

Dr Carolyn Blackburn, Research Fellow in Early Childhood Studies, and Ian Axtell, Subject Leader for Music Education, Centre for Research in Education.

Findings

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.

Recommendations
  • 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.

 

Download the full report here: communicative-musicality-report-130987955021412745

Research Snapshot: Kirsty Devaney

Kirsty’s research is investigating how the assessment of composing in UK secondary school examinations is impacting the teaching and learning of composing within schools.

Research Snapshot: Listen Imagine Compose

ResearchersLIC

Martin Fautley (Birmingham City University), Pam Burnard and John Finney (Cambridge University), Pauline Adams (Institute of Education), Jonathan Savage (Manchester Metropolitan University).

Research aims
  • 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?

To read more go to: http://www.bcu.ac.uk/research/stories/listen-imagine-compose

To read full REF report download the pdf: Birmingham City University – 25 – Creativity in Education

Research Snapshot: Youth Music, Exchanging Notes

ResearchersScreen shot 2015-01-28 at 23.15.15

Martin Fautley, Professor of Education, Victoria Kinsella, Research Fellow in Education (Creativity), Phil Taylor, MA Education and Masters in Teaching and Learning Course Director, Jane O’Connor, Reader in Childhood Studies

Background

The National Foundation for Youth Music has awarded grants to support 10 Exchanging Notes projects across England. Each project (a partnership between a school and specialist music provider) works with young people at risk of low attainment, disengagement, or educational exclusion to see how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes. Researchers in the School of Education are supporting the project over a four-year period through the evaluation of the educational and musical outcomes of these new models.

Aim of research

This project aims to:

  • See how participation in regular music-making activities can enable achievement of musical, educational and wider outcomes
  • Explore these benefits across a variety of different musical approaches and styles
  • Stimulate fresh thinking and support the aspirations set out in the National Plan for Music Education.

Read more here: http://www.bcu.ac.uk/research/stories/exchanging-notes

Meet the CSPACE Team – Ian Axtell

Name: Ian James AxtellAxtell_Ian_main

Role at BCU: Senior Lecturer and Subject Leader for Music Education

Research Interests:
Bourdieu inspired:
What is the Field of Music Education?
Is the Universe of Discourse in Music Education under threat?

Shulman inspired:
How can Signature Pedagogy in Music Education be defined?

Research you are currently working on: How can Signature Pedagogy in Music Education be defined?

Research methodologies you are using: Humanistic and interpretivist phenomenography underpinned by Bourdieu’s perception of epistemic reflexivity.

Current issues, thoughts and reflections on education & research: This is a fascinating time to be involved in education research since we are in an anti-intellectual turn in education policy discourse. There is an urgent need for genuine critical education research. The place of theory in education has been questioned but education research is responded by creating strong links between theory and practice through critical practice-based enquiry. The question remains whether genuine critical education research can save the education system from collapse under the false gods of knowledge-led curricular and evidence based research (or research that proves what policy makers have already decided).

Most influential research you have read/seen: Bourdieu, P (1977) Outline of a Theory of Practice. Translated by Richard Nice. Cambridge: Cambridge University Press.

Advice for new researchers: Join a community of thinking.

Mini fact about you: I am passionate about music education for all and how music can change people’s perception of the world around them.

Time and Space for Music Education

Written by Ian Axtell, Subject Leader for Music Education, Secondary Partnership Coordinator.Axtell_Ian_main @IanAxtell

Ian Axtell reflects on the music curriculum and asks: ‘is time for music education in England going to disappear in schools?’

“Classroom music can instill the same sense of motivation and challenge if musical events are a regular part of the curriculum…Where music making is shared there is an opportunity to be positive, to recognise and value individual contributions and to promote meaningful thinking and learning. However, relying on the musical events themselves is not enough. Composing or performing do not just happen.  They quickly lose their value if pupils are not provided with the time and space to prepare. Regular recordings can provide a safety net and promote the opportunity reflect, adapt and improve music making prior to an event but time is needed for this to happen.”clock

“Personal experience suggests that the opportunity for children to experience the buzz of sharing a musical event or magical moment, particularly after their careful planning and preparation, is disappearing because music does not fit into the EBACC or STEM agendas…the emphasis from government is on a narrow perception of academic knowledge that prioritises certain subject domains at the expense of others.”

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Music is an academic subject but it is not just theoria, it is also techne and poiesis.   Music education goes beyond the academic because it brings together a variety of ways of thinking and doing.  It is cognitive but also psycho-motor and affective (Pierce & Gray, 2013).

“If schools are being measured through their engagement with the EBACC then will the time for all pupils to engage with active music making be reduced or even stopped entirely?  This appears to be already happening, particularly in the context of Key Stage 4.  If there is no Key Stage 4 music then what will happen to music at Key Stage 3 or Key Stage 2?”

Read the full article here: https://ianaxtell.wordpress.com/

Personal reflections on the 2016 London Mayor’s summit on music education: wants and needs

Written by: Martin Fautley, Professor of Education, Birmingham City University

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On Tuesday 22/3/16 I attended the London Mayor’s summit on music education, a prestigious event held in the equally prestigious surroundings of City Hall, on the banks of the Thames, overlooking Tower Bridge. Nice! It was, however, a curious event in many ways in my opinion, and I shall try to explain why here.

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My role was to be on a panel concerning CPD and teacher development. I, and some of the BCU music education team, have been working on evaluating the Teach Through Music programme in London (read the reports here), and I was happy to talk about it, as I feel it has been a good thing, and made a differencScreen shot 2016-04-02 at 14.25.37e. But more on that later…

The day began with an address by Nick Gibb, the Minister of State for Schools, which can read here . This opener set the tone for some of the overall oddness of the day. NG didn’t mention the white paper ‘Educational excellence everywhere’, which had come out the previous week, at all. What he did talk about was a music education which seemed to me to be almost entirely to be about learning to play an instrument, and/or singing. Screen shot 2016-04-02 at 14.17.31

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OK, yes, he did mention the National Curriculum, but seemed to think it was about performing and listening only, composing never got a mention. But then neither did universal academisation, which has the potential to make the NC nugatory and otiose, so maybe the omission of composing is how those at DfE towers want to think of music education? Some nice children singing madrigals, and playing some Purcell and Bach will be very pleasant, won’t it? I don’t move in the rarefied atmosphere of the upper political echelons, so don’t know if it is normal for a politician to do his stuff then go (‘eats, shoots, and leaves’!), but there was no opportunity to ask questions at all.

One primary school teacher heckled from the floor “no forced academisation!” but that was as interactive as it got.

Read the teacher’s own reflections on the day here 

Then there were a series of panels, presenting on various aspects of music education. Then a rather nice buffet lunch, with a chance to talk to people. Networking, and getting a feel for the zeitgeist, is an important part of such days, I always think.Mayor Music 8

Screen shot 2016-04-02 at 14.16.20Following this, in the afternoon sessions, something began to bother me quite a bit, this was a mounting feeling that, as the late, great, Yogi Berra said, “It’s like deja-vu, all over again!”. Music Excellence London (MEL) had just spent a shedload of money on music education in the capital (that’s another issue, I know, especially as I’m writing this in Birmingham), and yet I got the feeling that people in the audience who maybe weren’t teachers didn’t know about this, hadn’t read the work on MEL and evaluation that Trinity Laban, Music Mark, Sound Connections, Alison Daubney and I had done, and didn’t seem to have engaged with what a longitudinal CPD programme might entail. There seemed to be a lot of “well, we can offer a splendid Chinese nose-flute CPD session for teachers”, rather than a joined-up, clearly articulated, research-informed programme, which MEL had entailed.

Now I know I am getting old, but parading one’s ignorance of history used to be something that was looked down on, now it seems to be something that is celebrated. If we had worked like that in ancient times, every few years or so someone would say “look, I’ve invented the wheel”. It struck me that a number of people there from the floor, as it were, were either thinking out loud in public, or making observations that betrayed that either they or their organisation had something to sell, or that they had little conception of what life is really like for a busy classroom music teacher. Alongside this, there seemed to be little knowledge or conceptualisation of what has gone before. When one of the contributors mentioned he had been taught by Brian Dennis, I wondered how many people had read his ‘Experimental Music in Schools’ book of 1970? Or, sadly, I also wondered how many have read, or even know about, the important music education book published the same year by Paynter and Aston, ‘Sound and Silence’? It struck me then that what might be termed the ‘institutional memory’ of music education is in real danger. I said in my mini-talk “we have to both know stuff, and know how to teach stuff”.

Screen shot 2016-04-02 at 14.18.30Mayor Music 4

This, for me, is important. And “knowing stuff” includes stuff that we have done before. Whilst we need – and want – new entrants to music education, we also need – and want – them to know something of what has been done in the past. So, the thought that was bothering me became crystallised – why do we seem to be still asking the same questions, ignoring the all the work, research, and words that many people have written (especially my words, I put a lot of effort into them!), and trying to start again?

I had been hoping that the summit would be a high point, a pinnacle, literally, a summit, to look back upon the achievements of MEL, which are, from my perspective as one of the evaluators, very highly significant indeed. Instead it felt to me like we were down at base camp bickering about whether we wanted Kendall Mint Cake or Lucozade, whereas in my view we want – and need – both!

It also reminded me that in teacher education we used to run sessions on philosophy, history, sociology, and psychology of education, but they have long gone. And now as government thinking seems to be that learning to be a teacher involves basically “sitting with Nellie” (which, incidentally, is describeMayor Music 3d nicely and pejoratively by Oxford reference here http://bit.ly/1RCRXqt), there will be little chance of inducting people into the rich community of practice of music education; which is a shame, as both Gove and Gibb have cited Matthew Arnold’s notion of “the best which has been thought and said”, and there is a lot in music education which falls into this description. But then Gove dismissed me and my ilk as “the Blob”, so maybe this is just my blobby thinking!

Anyway, in conclusion, this isn’t meant to be a criticism of the organisation, or of the arrangements, which were all fine, but just the feeling of “here we go again”. I think this is a worry, not just for music education, but for education generally. There is a lot that has been “thought and said”, and it ill behoves us as a sector to ignore, downplay, or negate this. After all, as Burke said “those who don’t know history are doomed to repeat it”!

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Meet the CSPACE Team – Kirsty Devaney

Name: Kirsty DevaneyBlack and white headshot

Role at BCU: Graduate Teaching and Research Assistant in Education. I teach on the Early Years and Primary PGCE courses helping teachers include music into their classrooms. I also lecture and run projects at Birmingham Conservatoire and teach composition and theory at Birmingham Conservatoire Junior Department.

Research Interests:

  • Music Education – composing in classrooms
  • Creativities in education and school
  • The creative & composing processes
  • Assessment of creativity
  • Technology in music education

Research you are currently working on: I am mainly working on my PhD investigating composing in upper secondary schools at examination level. I am looking at how the assessment of composing impacts the teaching and learning of composing in the classroom.Screen shot 2015-01-28 at 23.14.51

Other research includes a composing project with BCU, Birmingham Contemporary Music Group (BCMG) and Sound and Music. My role was assisting with the action research that secondary music teachers were doing with their students. I have also been involved in London scheme ‘Teach Through Music’ conducting interviews for the research on behalf of my supervisor.

I run a number of education projects at Birmingham Conservatoire and always include an element of action research. I am now planning a collaborative cross-disciplinary research project looking at composing and creative writing working working with Amanda French and Becky Snape. 

Research methodologies you are using: For my PhD I am using a mixed methods approach collecting qualitative and quantitative data through:

  • Two online surveys (KS4 & 5)
    • Follow-up telephone interviews
  • Five case studies
    • Semi-structured interviews with music teacher
    • Focus Group interviews with students (KS4 & 5)
    • Classroom Observations
  • Semi-structure interviews with ‘composer-educators’

I have taken a grounded theory approach to my research and each stage of the data collection informs the next.

Current issues, thoughts and reflections on education & research: With the introduction of the Ebacc music in education in under threat. Many teachers I work with regularly have said they have already seen an impact on what subjects students are deciding to take, with the more ‘academic’ students being pressured even more into taking not just the Ebacc subjects, but doubling up (e.g. 2 languages). This is leaving very little space for students to take other subjects such as music, art or drama. I worry that numbers will start to fall dramatically and that schools will pull GCSE, BTEC and A-Level music along with other subject. My little sister (currently in year 8) is startimusic percng to plan her GCSE options and she wants to do art, music, drama and textiles – why is this set of subjects seen as ‘inferior’ and why should her enjoyment of school, and potential future be decided by someone else who think they know what is best for her?

I also worry that exams are becoming more about ‘assessing what is easily assessable’ rather than assessing what is important. Teachers and students become very aware how to ‘play the game’, and ‘tick the boxes’ for the exams but this wastes time for students to be musicians, composers and having a meaningful musical experience. Teachers are under intense pressure to ‘achieve’ and get high grades with these exams – if they don’t the future of their students, their careers and music in the school is at risk.

Most influential research you have read/seen: Legg, R. (2012) Bach, Beethoven, Bourdieu: ‘Cultural capital’ and the scholastic canon in England’s A-level. The Curriculum Journal 23(2):157-172

Having been struggling with how Bourdieu’s concepts on ‘cultural capital’ & ‘social mobility’ relate to my own research, this article really helped me reflect on the data I have been collecting and how it links to wider social issues.

Advice for new researchers: I studied as a composer for 4 years and wrote more music than I did words; so coming to do a PhD terrified me! What I have come to realise that my background in composing has really helped my research and that is a strength not a weakness. Find your own strengths and don’t compare yourself to others around you. The more I talk to people the more I realise everyone gets ‘imposter syndrome’ at some point.

Kirsty Forwards 2015 OLYMPUS DIGITAL CAMERA

For me the PhD is about tracking how your own thinking has developed and grown over the years. It changes the way you view the world and how you make connections through everyday events.

Mini fact about you: I have a phobia of red jelly!

In which I worry about Vogons

Martin Fautley, Professor of Education, Birmingham City University
@DrFautleyMF

I have been wondering recently whether we are seeing the beginning of the end of music education as we know it.”

Martin Fautley, our Professor of Education has written about his worries in relation to music education in the UK. With many people in the creative industries apposing the EBacc  (http://www.baccforthefuture.com/) and fighting for music and the arts in schools it has prompted a lot of debates and discussions at Birmingham City University. What are your thoughts or concerns with the reforms happening in education?

To read his full blog please visit: https://drfautley.wordpress.com/2016/02/19/in-which-i-worry-about-vogons/