#mufu2013 What I learned: Session 3

The third session was with Lucy Green, upon whose research the MF informal learning model was developed.

Lucy is currently studying the impact of adopting an aural learning approach in peripatetic lessons.

C# is NOT the same as Db!!!!!

Thankfully, we have come a long way from the clichéd view of the forbidding piano teacher and battered knuckles.

We started the session by experiencing the same process that the students in Lucy's study went through, that is learning a piece by ear that Lucy had composed. The process was very similar to the original pathfinder project based on 'Word Up' by Cameo.

What was fascinating was hearing Lucy describe the various approaches that students take when asked to copy by ear for the first time. Whilst categorising is always a balancing act between usefulness of grouping data together and maintaining integrity to the individual responses, there did seem to be commonalities between students' responses.

"Learning styles" have been much discussed across the blogosphere, but in this instance the word has real currency, especially when are genuinely multiple means to the end. We were able to listen to some of Lucy's students attempts to play by ear. Lucy described a number of different and common approaches:

• Impulsive - starts to play immediately, fixes quickly on their "own version", plays repeatedly without checking for accuracy, little fear of the task.
• Practical - has a strategy, i.e. uses a scale or related notes to find an anchor then constructs the music from there, listens intently and then responds regularly
• Shot in the dark - hesitant at first, performs isolated notes without connecting to each other or the track.
• Theoretical - Asks questions about the music, seems to want to mentally map the music first before playing.
• Perfect pitch - Plays correct notes straight away, then might display any other style after that.

This was interesting in itself, and I am sure that any music teacher would recognise much of this, especially if they have tried aural learning with their students.

At the end of the session I was left thinking about the way that I connect the learning that happens in my practice rooms with my students and their instrumental teachers and what happens in the classroom. This is also something that has been raised in network meetings in  our hub, and it is something I need to work on for sure.

As a Musical Futures champion school, I couldn't honestly say that all of my peripatetic teachers understand the model, or use their lessons to build upon the learning that happens in our lessons.

I asked myself a number of questions that I imagined a departmental inspection by Ofsted might raise. As a head of department, do I make sure that:

peris all know what students are studying in the class?

peris know/understand the MF model?

peris use MF approaches as appropriate?

peris develop all aspects of musicality, and not just performing?

I have to admit the answers to all of these in most cases was either sometimes, or a straight no. Certainly at Key Stage 4&5, I try to make sure that peris know when performances are coming up and what pieces students should be working on for coursework, but on reflection it strikes me that this is a very polarised use of my peris.

I have to say that currently, I have the best team of peris that I have ever had in my time at Cramlington, and that the responsibility for the above questions lies solely with me.  Again in fairness to them, they do take a rounded approach beyond mere performance, but this is down to their own skills and not any initiative on my part. What is clear is that a more joined up and holistic approach is needed if there is to be a proper link between classroom and practice room.

I think to the videos here, where Ofsted highlight the good practice that Flegg High School (another MF champion) have demonstrated such a joined up approach, through their hub and the head teacher working with a specialist adviser to help him to understand key issues of music education. From the videos it is clear that the music service have a clear idea what the musical needs of the students in the school are, and are able to advise on what would work in their particular context.

As well as addressing the questions above, it would seem sensible that to ask for my peris to be able to observe my classroom as part of their CPD, ideally with some "An introduction to Musical Futures" style sessions too.

Non of this is rocket science, and I am sure that many schools already do this, but this is what I learned.