I coordinate the instrumental music in our primary. Our head is very pro-music (great for me), the other teachers are very "accepting" (their word) and we do lots of creative things.... but what I'd really like to do is help music complement, not compete, with maths, English, etc. I believe that good maths/English leads to more choices in life and thus to lifelong music-making being a real option.
I would be grateful for any "what I really think" comments from teachers about music in primaries and generally to know if there is a tendency not to comment on inconveniences/extra workload caused by music lessons for fear of sounding "anti-music" or "anti-arts".
I'd also like to know how reports about a child's musical progress/activities could be useful to classroom teachers for their general overview and perhaps even tick some of the reporting boxes that they have about the range of a child's skills.
Ideas I have are:
- Move a number of peripatetic lessons to our large after-school club to reduce use of our few and over-timetabled small -group rooms in day time, reduce number of core subject lessons missed and reduce toiing and fro-ing in and out of class. I've become aware of a child missing maths booster for her viola lesson and the teachers are all too polite to say "not happy" to me or the instrument teacher.
- Ask parents to organise music lessons once a year, for the September uptake, so that the groups don't keep changing around all year as people add in (an exception to apply where the instrument teacher judges that a child should move up a group).
- Ask deputy head, who does timetabling, what the least bad times are, from the teachers' point of view, for children to be coming out of lessons then push for our music service provider to give us those times.
- Keep (!) trying to communicate better to teachers about the value of music to certain children who struggle in other areas. One teacher commented that she was pleased a lad had the "discipline" for one-to-one music lessons with me, but the way you concentrate on a repetitive rock riff is really different to the way you concentrate on a science lesson I think.
- Keep (!) demonstrating to the teachers that the skills you need for ensemble work are listening and communication skills that they have expertise on.