We invited colleagues from the music sector to pick just one from our Top 10 common needs for music hubs and SEN/D – and tell us why it’s especially important in their view:
- Practitioners working in SEND and music (or planning to) need to work towards, or maintain, a ‘hybrid’ set of skills in order to best meet the diverse range of musical and access needs.
“What teachers need – in addition to the basic nuts-and-bolts knowledge of what to plug in where and which button to press – are the higher level, transferable skills and, most importantly, a sense of how to weave technology into broader, longer-term musical progression.”
Andrew Cleaton (Music Leader, Epiphany Arts)
- Peripatetic teaching and whole class instrumental sessions – need re-thinking and adapting in order to present an appropriate offer to SEN/ disabled young people.
“Hubs need to have an inclusive offer, not an inclusion offer. The Peri/whole class/music centre models need to be able to accommodate all children and young people.”
Siggy Patchitt (Education Manager, Bristol Plays Music)
“It’s my favourite because hubs need to ensure that they are creating the same opportunity for young people with SEN/D to play music.”
Charlotte Nicol (Learning and Participation Manager, Drake Music)
“One thing that requires more thought is the issue of learners not being able to take home assistive music tech to practice on.”
Abigail Ward (NW Regional Programme Manager, Drake Music)
- Communities of Practice/ teacher networks are vital in order to ‘help teachers to help each other’ get better in their practice and to share ideas and resources.
“I am the expert in teaching my particular students music in my school and sometimes it is good to have your work validated by other teachers and experts in their field.”
(Jocelyn Watkins, Music Teacher at Treloar School)
- Hubs can help with funding and fundraising, especially larger strategic bids which can benefit a group of local special schools.
“The recent evaluation of our Musical Inclusion programme shows that hub partners working together strategically can help break down barriers to music-making for children in challenging circumstances.”
(Matt Griffiths, CEO of Youth Music)
- iPads are the most significant new musical instrument for SEN/ disabled music education.
“Since their introduction in 2010 I have seen iPads ignite educators’ passion for accessible and inclusive music-making.”
(Kelly Peters, Music Teacher at Great Oaks School)
