Pathways to the Profession

Opening the pathway: Instrumental instruction in

primary schools

Dundee19th January 2012

Dr Lio Moscardini

School of EducationUniversity of Strathclydel.moscardini@strath.ac.uk

Pathways to the Profession

Background

The research study

Who gets to play? Investigating equity in musical instrument instruction in Scottish primary schoolsDr Lio Moscardini, David S. Barron & Alastair Wilson

Funded by SEMPRE ( Society for Education, Music and Psychology Research) Buck Award

Who gets to play?

Conceptual framework

Musical activity as a right

Equity and equality of opportunity

Research question

Is there equality of opportunity for Primary school children to receive instrumental music lessons?

Study design

Mixed methods approach

Analysis - (non- comparative)

30 primary schools - 10 in each Local Authority

Questionnaires, data collection sheets Policy documents and handbooksInterviews

Roll of school/ number of pupils receiving instrumental instruction (II) with and without ASN

ASN Total (Proportion)

Yes No

Total roll of all schools

1157 3965 5122(1: 4.43)

Total number of pupils receiving II

45 278 323(1: 7.18)

Attainment levels for the 323 pupils receiving instrumental instruction

Nature of additional support needs

Rhetoric of inclusion

‘ to help as many pupils as possible realise their musical potential’

Process for selection

Inherent tensions and challenge in fulfilling these aspirations

Interviews Purpose and allocation of provision‘To produce new musicians’

Selection process‘ I hate the selection process… it’s a way of dealing with the numbers’‘ would actively seek opportunities for children with ASN – so long as

they show ability… not if they can’t hold the instrument’

Equality of opportunity‘ …there are certain criteria but obviously it’s open to anyone that

wants it.’

Professional development

Conclusion

‘Equality of opportunity is more than having a representation of children with additional support needs (however we define that term) involved in instrumental instruction.

It means having the opportunity to participate fully in terms of the individual and respectful of the individual’s capacity and desire to participate rather than acceptance into participation being determined by external qualitative measures of performance and aesthetics.’