CAGAC Newsletter - Summer 2004

Do we need a 'Music Manifesto' for Wales?
(Inclusive Music Service Provision is under threat)

Since 1999 LEA Music Services in Wales have benefited greatly from the additional funding provided through the Welsh Assembly Government's 'Music Development Fund'. The fund, originally announced by Alun Michael as a three-year investment, was given to LEAs and was ring-fenced, so as to enable them to create new music making opportunities for young people and to facilitate longer term, strategic planning. Social inclusion and the provision of enhanced opportunities were two concepts fundamental to the fund's rationale.

Since its introduction the fund has been used by music services across Wales to provide a range of relevant and stimulating musical experiences for thousands of young people who hitherto had little or no access to them. The range of initiatives established include:

• Rockand pop tuition.
• Worldmusic workshops.
• Music therapy.
• Vocal tuition.
• Choralanimateurs.
• Tuition on minority instruments.
• The purchase of thousands of new instruments.
• Scholarships, residential experiences etc.

The 2004-05 financial year sees a significant reduction in the fund and also the loss of its ring-fenced status, with music services across Wales experiencing cuts of 30% to 45% in their allocation. For some music services this will inevitably mean staff redundancies, and for all it will mean a substantial reduction in the range of musical opportunities being offered to young people. This reduced funding for music must be seen within the context of an overall reduction in GEST (the Music Development Fund being one of a number of GEST categories). With the future of GEST beyond April 2005 very much in question, the future of the Music Development Fund must also be under severe threat. The total disappearance of the Music Development Fund in April 2005 would be catastrophic for youth music in Wales, as all the exciting initiatives developed over the past few years would effectively disappear overnight.

It is interesting to note that in England the DFES and DCMS, in partnership with a number of music organisations and associations, are in the process of drawing up a 'Music Manifesto'. This document outlines a clear vision for youth music for the next three to five years - a vision supported by a range of funding streams. Alongside this, 'Ofsted' has recently called for an increase in music lessons. Scotland has also announced a 17.5 million pound investment in youth music over the next three years. What is our vision for youth music in Wales? Are we to become second-rate in an area of provision where we currently excel? Do we need a 'Music Manifesto' for Wales?

Music ICT in Secondary Schools. Are we along the right  lines?

CAGAC recently convened an ICT Music Forum to explore issues relating to ICT in the secondary classroom. The forum identified fourteen issues that they felt would require further research in order to provide schools with guidance. The issues identified were:

1. ICT as a teaching tool for music.
2. ICT as a learning tool for music.
3. What is Music ICT? Do we need a clear and workable definition?
4. When to use it, and when not to!
5. Awareness of the issues, and the potential of ICT, within agencies and amongst key personnel.
6. Pupil numbers .v.  available equipment in the music room.
7. The wide range of software and hardware available.
8. Interactive Whiteboards and their use.
9. Existing advice - where to obtain it?
10. What form of advice is required - in what format and how is it to be distributed?
11. What are the ICT Music training needs for NQTs and beyond?
12. Exemplar material. Is it needed?
13. The need to share resources and good practice; how is it to be distributed?
14. What role is there for the commercial sector?

We would value the response of teachers to the following three questions:

a)Has the forum identified the main issues?
b)Are there any issues which have been omitted?
c)Have you any suggestions as to how the forum should proceed?

Comments please to Hugh Gwynne

Music and the Foundation Phase

CAGAC recently convened a group to discuss music in the new Foundation Phase. Detailed planning for this important development is to take place during the first part of this year, and a draft document is already on the ACCAC website. CAGAC was very keen to make a contribution to this process. The proposed structure of seven key areas was welcomed and it was agreed that, although music's main contribution would be to Creative Development, it also had a part to play in each of the other identified areas: Personal and Social Development and Well-being; Language, Literacy and Communication Skills; Mathematical Development; Bilingual and Multi-cultural Understanding; Knowledge and Understanding of the World; and Physical Development.

The group looked at the current Desirable Outcomes and National Curriculum requirements for Key Stage 1. It was agreed that the content of these documents was appropriate and should be retained in the Foundation Stage. The group felt strongly, however, that creative work in music, which is not a clear requirement of the Desirable Outcomes, should be included as part of the curriculum for all children. The group also recommended a more logical presentation of the skills to be developed, together with suitable exemplar activities. While considering the content of the current Key Stage 1 to be appropriate, it was agreed that much of the language could be made more approachable e.g. composing could be expressed as making up / inventing their own music, and appraising as listening and responding to music.

The group welcomed the revised approach to the learning of 3-7 year olds and expressed the hope that the new proposals would stress the vital part which music can play in the general development of children of this age.

A summary of the group’s deliberations has been forwarded to ACCAC.

We would value the response of teachers to the following three questions:

a) Has the group identified the right issues?
b) Are there any issues which have been omitted?
c) Have you any advice as to how the group should proceed?

Comments please to Kevin Adams