Rob Kavanagh’s Post

When you hear the “music makes your smarter” angle from music education advocates, don’t believe them. It’s not our best argument for music education. “Unfortunately, the majority of Music Education Advocacy (MAD) claims, campaigns, advertisements, and slogans about the values of school and community education are not based on broad, deep, extensive, ethical, or evidence-based research. For the most part, the claims of MAD writers and speakers are based on unsubstantiated, truthy assump­tions and opinions; sentimental testimonials by "stars" in various musical genres; and flawed, spotty, or inconclusive research. MAD slogans-such as "music makes you smarter:' "school music raises math scores:' and "music educates feeling" -often seduce teachers and the public into believing truthy MAD and the flawed research that's used to support MAD claims. But serious scholars have published numerous studies that have challenged many MAD claims.” - Music Matters II (Elliott & Silverman, 2014) Correlation ≠ Causation. Another 💣 “it's absurd to sug­gest that a central aim of music education is to prepare music students for financial success.” If you want to get good at finance, study finance. Sorry but “MAD is a political endeavor that uses marketing, salesmanship, and other forms of persuasion to obtain whatever advocates want in a given time and place, and to justify the status quo of school music programs with MAD campaigns of the latest political and educational priori­ties (e.g., boosting math and reading scores), whether or not these are musically and educationally justifiable.” As Bowman warns, we are at grave risk when we "turn over responsibility to professional persuaders whose interest in our instructional aims is subordinate to their determination to win resources, time, recognition, or whatever else is at stake” Start critically thinking for yourself. This is what I’ll be teaching Masters students at the Sydney Conservatorium of Music this week as they develop their own classroom management plan. And I’m here if you want to develop your own music education, as Neil Postman states so eloquently, “crap detector”.

Our submission to the current NSW Joint Select Committee into Arts and Music Education and Training in NSW emphasises a five-part framework for enhancing music education. We propose a guaranteed minimum of 60 minutes of music education per week for all primary students, mandated up to Stage 4, and delivered by confident and capable teachers. Our timeline aims for 50% of NSW public primary schools by 2027, 75% by 2029, and 100% by 2031. This proposal is highlighted by Music Education: Right from the Start’s Emily Albert and Dr Anita Collins in a new article by The Sydney Morning Herald, which underscores the barriers currently faced in NSW’s education system including cutbacks in music programs and classroom arts learning time. Read the article: https://lnkd.in/gBXzjZcP

Training and mentoring of quality, specialist music teachers is paramount.

This article provides valuable insights into why many music educators are leaving the profession. Music is a crucial subject, and while I won’t delve deeply into my own experiences, it’s important to note that many outside the field underestimate the challenges we face. Music educators often interact with a large portion of the school community and deal with unique pressures and expectations, all while managing a classroom without limits on student numbers. https://lnkd.in/g8bk9PYn

💰 𝗠𝘂𝘀𝗶𝗰 𝗶𝘀 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗿𝗶𝗰𝗵. 💰 In today's globalized world, the universal language of music remains a powerful tool for cultural expression and personal development. However, the cost of musical materials and education varies dramatically across countries. 🌐 Let's see a comparative analysis: 1. 🇺🇸🇬🇧 United States and United Kingdom: - 🎻 Instrument costs: high-quality musical instruments can range from $1,000 to $10,000 or more. These countries are known for their prestigious music schools, but the cost of private lessons can often exceed $50 per hour! - 👨🏽🏫 Education fees: top institutions like #Juilliard in the US or the #RoyalCollegeofMusic in the UK can cost upwards of $40,000 annually, not including living expenses. 2. 🇦🇺🇨🇦 Australia and Canada: - 🎻 Instrument costs: these countries have high prices for musical instruments, with significant import taxes and limited domestic production driving up costs. - 👨🏽🏫 Education fees: universities and conservatories in these countries can charge between $20,000 to $30,000 per year for music programs, with additional costs for private tuition. 3. 🇩🇪🇨🇵 Germany and France: - 🎻 Instrument costs: Germany and France benefit from strong local instrument manufacturing industries, which can reduce costs. However, high-end instruments still remain expensive. - 👨🏽🏫 Education fees: these countries offer low-cost or free higher education options for residents, making music education more accessible. However, private lessons and extracurricular costs can still add up. 🫰🏻 4. 🇨🇳🇮🇳 China and India: - 🎻 Instrument costs: in China and India, the cost of musical instruments is generally lower, thanks to local manufacturing. However, high-quality imported instruments can still be very expensive. - 👨🏽🏫 Education fees: while public music education is affordable, private lessons and specialized training can vary widely in cost, often making high-level education accessible primarily to wealthier families. 🗒️ Classification by cost: 1. High-Cost Group: - United States, United Kingdom, Australia and Canada. 2. Moderate-Cost Group: - Germany and France. 3. Lower-Cost Group: - China, India, Brazil and South Africa. 🤷🏻♀️ So, what can we learn from this? The high costs of musical materials and education present significant barriers to aspiring musicians worldwide. Countries with lower costs and more accessible education systems serve as models for how to democratize music education. Addressing these disparities could enhance global access to musical education and foster talent development across diverse economic backgrounds. 🗣️ #Music #MusicEducation #GlobalMusic #Accessibility #CulturalEquity #Conservatoire #MusicalInstruments

Access to Music Education in Schools Is everyone in tune with music education? Angie Coates is and we look forward to hearing her story at 5:15pm today : https://lnkd.in/ebXDj78N Music education in schools varies widely, but the UK government is harmonising efforts to improve access. The National Plan for Music Education aims to ensure high-quality music education for all pupils. However, challenges persist, particularly in narrowing the disadvantage gap and promoting inclusion. **Variability in Provision** - Music forms part of the national curriculum from key stage one to three, but there's variability in teaching quality and provision across schools. - Academies are expected to provide similar music education, but the requirement is not as stringent as in maintained schools. - Music education hubs, introduced in 2011, aim to deliver music provision for all children and young people through partnerships with various organizations. **Disadvantage Gap and Inclusion** - Reports show a significant attainment gap in music GCSE between disadvantaged and non-disadvantaged pupils, with access and achievement being lower for the former. - Low-income families face barriers to accessing music education, including additional costs for instrument tuition and equipment. - The government is piloting a music progression fund to support disadvantaged pupils with musical potential and is emphasizing the need for inclusivity in music education. **Government Policy** - The National Plan for Music Education outlines goals to ensure high-quality music education, with commitments to invest in musical instruments, equipment, and a new music progression fund. - The plan also emphasizes inclusion, aiming to remove barriers for underrepresented groups, and to support all children and young people to engage with a range of musical opportunities. The push for equitable access to music education is vital for nurturing talent and fostering creativity. It's time to ensure that every child has the opportunity to be in tune with the joys of music education. #MusicEducation #EducationForAll #InclusionInMusic #GovernmentPolicy #MusicForEveryone More about our channel and subscribe : 👉 https://lnkd.in/eDSnrHhN

Many studies have identified positive effects of music on the brain, from improving information retention to its meditative effects on the mind. But what if there’s more to music than its effect on the brain? What if it can actually influence your character? Researchers from Florida International University suggest music can do just that, and more. Focusing on the “5 C’s”, competence, confidence, caring, character and connection, 180 children were studied over 3 years to understand the effect of structured music education on their development. Their results are astounding. The study found that through music education, participants showed significant increases across all 5 C’s, particularly in the areas of character, competence and caring. The researchers are quick to point out that they “are not concerned with trying to foster more professional musicians; (they) are concerned with creating citizens and future leaders of our communities through the enhancement of the complex skills used while practicing an instrument and performing in an orchestra-based ensemble”. Although these findings were based on children aged between 8 and 17, an age which is long ago for some of us, it says so much about the importance of school music programs and the lifelong impacts they can have. Perhaps if you are a parent or carer of a child whose school is seeking people to join a music group, it could be worth considering as part of their development and maybe the squeaks of a violin won’t sound so shrill when you know they are actually character building. As our work spans the 5 C’s and more, we found this research fascinating and wanted to share this with our network and community. We hope you enjoy it as much as us. #characterbuilding #lovemusic #braintraining https://lnkd.in/g7Nzrt3E

How do teachers and music professionals experience different types of power, and are there situations which might have been handled differently? What is the impact of understanding and reflecting on types of power and power relations? Last week, I facilitated a wide-ranging and fascinating 3-hour session for 20 European higher music education teachers engaged on “The Artist as Teacher” one-year certificate course through the EU-funded ARTEMIS project. We explored Robert Chambers’ definitions of  types of power: power over, power to, power with, power within, power to empower. One participant remembered hearing shouting and crying in the classroom next to hers at her music school as a child (power over); another cited a successful 40-day student strike in support of maintaining free tuition for higher education in Croatia (power with); still another cited a well-known musician advising a young professional preparing for a major audition to “just be yourself” (power to empower).  Imagining different potential outcomes to difficult experiences, participants cited examples of shaming, criticism or false information given indirectly (often bypassing the person concerned), and advocated for better communication, greater transparency, empathy, and understanding.  What did the conversation change for those participating? One admitted resistance to the topic, and yet recognized his own blind spots and the need for self-reflection; another advocated for more honesty as a teacher, being able to admit what one does not know; yet another insisted on the importance of continuing to engage in such conversations, and in the importance of “networks of care.” Networks of care constitute one of the recommendations of the recently completed EU-funded PRIhME Project (Power Relations in Higher Music Education), recommendations adopted by the AEC’s General Assembly last November : https://lnkd.in/ebUrTGRZ In our second session, we will explore the notion of social safety: when do we (as artists, teachers, students) feel safe or unsafe? What do we need to feel safe? What policies exist within our institutions? And finally, what might be our teaching and learning utopia in this regard – and how might we help bring this into being?

🥁 🔊 Proud to promote inclusivity in music education and publicly affirm my belief that all kids are musicians 🎛 🎷 🎵 Thanks to The Bridge Academy and their wonderful music department, to UBS and Hackney Education for their unwavering support for music education 🙏 Here is a brief outline of the paper: Introduction The pedagogical foundation of the Music Programme is rooted in evidence-based teaching methods, combining elements of traditionalist and informal approaches to learning music in secondary schools. Particular focus is given to learning musical skills through teacher-led whole-class instrumental tuition with a focus on inclusivity, ensuring every student learns an instrument. Playing music with others, particularly in class or year-group ensemble performance has a significant positive impact on students' development, both musically and socially. Conclusion and Recommendations:  The music programme stands as a model of effective music education, championing inclusivity, social development, and academic excellence:   1️⃣ Every student learns a musical instrument: This wholly inclusive approach gives all students a strong sense of musical identity and provides them with an immediate avenue for performance. Where possible, integrate instrumental teachers into general music lessons. 2️⃣ Teacher-Led Whole Class Ensemble Performance: Prioritise teacher-led whole-class ensemble performances during music lessons. Versatile Music Instruction: Music educators should possess the skills to lead whole-class ensembles and teach instruments both aurally and through traditional notation. 3️⃣ Staff notation and music theory: This contributes significantly to the development of students' identities as musicians. It is recommended that qualifications at key stage 4 and 5 place increased emphasis on these aspects, alongside performance and composition. 4️⃣ Diverse Repertoire: Teach a broad range of musical genres, encompassing orchestral, popular, and world music. Regardless of the genre, teachers should prioritise adapting and arranging music for ensemble performance. 5️⃣ High Expectations: Establish high expectations for student achievements in music and ensure a collective commitment to musical excellence among students. 📻 Huge shout out to all the teachers and organisations out there who believe in bringing the transformative power of music education to the lives of young people... ( Rebecca Lundberg Joe Norris Dr Steven Berryman at Oak National Academy | Edafe James at PLAYvirtuoso | Chartered College of Teaching | Independent Society of Musicians | to name just a few) ... Keep music education alive! 🎚 🎤 #music #musiceducation #musiceducationmatters #musiced #curriculumdevelopment #schoolleadership #schoolleaders #educationalequity #educationexcellence #musiclessons

Access to Music Education in Schools Is everyone in tune with music education? Angie Coates is and we look forward to hearing her story at 5:15pm today : https://lnkd.in/erkV86qt Music education in schools varies widely, but the UK government is harmonising efforts to improve access. The National Plan for Music Education aims to ensure high-quality music education for all pupils. However, challenges persist, particularly in narrowing the disadvantage gap and promoting inclusion. **Variability in Provision** - Music forms part of the national curriculum from key stage one to three, but there's variability in teaching quality and provision across schools. - Academies are expected to provide similar music education, but the requirement is not as stringent as in maintained schools. - Music education hubs, introduced in 2011, aim to deliver music provision for all children and young people through partnerships with various organizations. **Disadvantage Gap and Inclusion** - Reports show a significant attainment gap in music GCSE between disadvantaged and non-disadvantaged pupils, with access and achievement being lower for the former. - Low-income families face barriers to accessing music education, including additional costs for instrument tuition and equipment. - The government is piloting a music progression fund to support disadvantaged pupils with musical potential and is emphasizing the need for inclusivity in music education. **Government Policy** - The National Plan for Music Education outlines goals to ensure high-quality music education, with commitments to invest in musical instruments, equipment, and a new music progression fund. - The plan also emphasizes inclusion, aiming to remove barriers for underrepresented groups, and to support all children and young people to engage with a range of musical opportunities. The push for equitable access to music education is vital for nurturing talent and fostering creativity. It's time to ensure that every child has the opportunity to be in tune with the joys of music education. #MusicEducation #EducationForAll #InclusionInMusic #GovernmentPolicy #MusicForEveryone More about our channel and subscribe : 👉 https://lnkd.in/gaGBPBtQ