DIFFERENT METHODS FOR TEACHING MUSIC AURALLY IN WHOLE-CLASS INSTRUMENTAL LESSONS

DIFFERENT METHODS FOR TEACHING MUSIC AURALLY IN WHOLE-CLASS INSTRUMENTAL LESSONS

The majority of world-music styles/genres are learnt in their home cultures without using notation. The teacher usually conveys all the necessary information either verbally or via demonstration on their instrument. In larger ensembles (such as Rio-style samba or Balinese gamelan gong gede) there is also a fair amount of peer learning when many people are playing the same part. What can we learn from these teaching methods and apply to our own whole-class instrumental lessons?

WHAT SHOULD A WORLD-MUSIC FIRST ACCESS PROGRAMME CONTAIN?

WHAT SHOULD A WORLD-MUSIC FIRST ACCESS PROGRAMME CONTAIN?

This week almost 1,000 children in Key Stage 2 started their world-music First Access Programmes with our team of workshop facilitators. We also have a further 2,190 children starting their online world-music First Access Courses with us. We are very aware that across the U.K. First Access Programmes look very different, are varying lengths and have differing objectives, expectations and outcomes. We deliver First Access Programmes on behalf of several different Music Hubs and have to adhere to their aims and fit in with their local model for other instrumental First Access Programmes. Despite these variants, are there common themes, core principles and musical skills, expected knowledge that should be covered in a world-music First Access Programme? 

USING PERCUSSION WITH EARLY YEARS

USING PERCUSSION WITH EARLY YEARS

When discussing using percussion instruments within EYFS settings, we've frequently heard Early Years practitioners say things like ‘we don’t use them much as percussion instruments are too loud’, ‘we don’t have the space’, 'we only use them occasionally for music circle time’, ‘we don’t know how to use them or what they’re called’ or ‘we think most of our instruments are broken or too big’. In response, our facilitators usually give the following top tips for using percussion in EFYS settings effectively…

WHAT SKILLS DOES A WORKSHOP FACILITATOR NEED?

WHAT SKILLS DOES A WORKSHOP FACILITATOR NEED?

This September marks the 15th anniversary of Inspire-works and it’s got us being very reflective about what we do, why we do it and what should we be doing! At our Facilitators Training Day on Friday we asked ourselves the question, "What skills does a workshop facilitator need this academic year?"

Inspire-works part of A.N.D Arts Award Action Research Project!

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Why is it that the Arts Award flourishes in some places, building year upon year with practice becoming embedded and impact seen and valued, and yet in other places, it fails to ever get started?

Six organisations, including Inspire-works, partnered with A New Direction to explore this question.

Working on individual experiments and testing out new approaches, we named assumptions, looked afresh and experimented. Together they shared their learning, challenged thinking, supported risk, inspired change and acted as allies’ 

Read more and download the resource here

 

 

 

Thank you to all our workshop participants this year!

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Thank you to the 69,238 workshop participants we’ve worked with this academic year! We’ve done 2,312 hours of workshops with participants from 3 months old to grandparents, in nurseries, schools, community centres & prisons, in UK & Moscow! It’s been a blast! ‬