musicinschoolswiderstill,andwider.docVIP

Music in schools: wider still, and wider Quality and inequality in music education 2008–11 This report is based principally on evidence from 194 specialist music inspections and good practice visits in schools between 2008 and 2011, including provision in class lessons, additional instrumental and vocal tuition, and extra-curricular musical activities. Part A of the report summarises the inspection judgements, including the context of government-funded initiatives for widening participation in instrumental learning and singing. Part B considers seven key reasons for differences in the quality of music education experienced by different groups of pupils in different schools. Case studies of good and weaker practice, included throughout the written report, are complemented by six specially commissioned films that further exemplify good practice in a wide range of school settings. Age group: 4–19 Published: March 2012 Reference no: 110158  Contents Executive summary 4 Key findings 6 Recommendations 7 The context of music education in schools, 2008–11 9 Part A: Inspection judgements and findings 2008–11 10 Primary schools 10 Secondary schools 29 Special schools 44 Part B: Seven priorities for musical education in schools 44 Priority: challenge inequalities among pupils and between schools 45 Priority: ensure that teachers use musical sound as the dominant language of musical teaching and learning 46 Priority: plan for pupils’ musical progression through and across the curriculum, and provide sufficient curriculum time for music 48 Priority: improve pupils’ internalisation of music through high-quality singing and listening 52 Priority: use technology to promote creativity, widen inclusion, and make assessment more musical 54 Priority: strengthen senior leadership of music in schools 56 Priority: sustain music-making opportunities for pupils in schools beyond national advocacy, structures and strategies 58 Notes 60 Further information 61 Publications by O