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Memorandum submitted by Creswick Street Children's Centre Music Project
INTRODUCTION
At Creswick Street we were invited to take part in a project called '4 for music', this also involved 3 other settings.
We were able to match some funding which would give our children, families and staff access to a professional 'resident' musician.
Although we haven't been part of the Creative Partnerships we feel very much that the project we have been part of has helped us to develop creativity in our setting.
SUMMARY
Working in partnership with Martin has helped parents, staff and children to discover how music has had a positive impact on the development of emotional literacy skills.
Short evaluation of last term's music project: Creswick St. C.C.
(Positives and any issues we need to think about considering)
Children:
1. The level of eye-contact with Martin by majority of children has been amazing. Children have watching carefully his facial expression. Responded with expression. 2. The level of engagement, motivation to join in, and participation has been strong. (Use of the "Gathering Drum" with the under 2's has been successful) 3. Some individual children in particular, have been very tuned in / relishing sessions. 4. Children have practiced voice control, volume adjustment - some have taken this experience and the language of this into other situations e.g. lunch-times / when sleepers sleeping 5. More experienced communicators have laughed at rhyme, humour, imagination - children transferred to their play outside the sessions, making up rhymes etc. 6. Several older children took opportunity to "conduct", take control - some loved the "power" 7. Foundation Stage picked up signs for stop / loud / quiet / pop and showed some of those children not in music sessions. 8. I can't overrate experience of having live music and musician. (very rarely happens in our centre) and what Martin as an individual personality brought - interest of individuals, their preferences, strengths and specific requirements for communication and engagement in the group. * Some children with communication difficulties and some with English as Additional Language have shown considerable motivation to progress with communication on individual level during these sessions. * Having a positive male role-model for children has been an added bonus.
Staff:
9. Enjoying seeing Martin "Play" with children, engaging them in musical fun - turn taking with him and responding. Nearly all children eager to take part. Some watchful younger ones joining in at their own pace over time. 10. Staff enjoying opportunity to observe children working with another professional and to stand back a little to observe in detail individual children, how they are engaged with Martin and with each other. 11. Some staff have used some of songs and routines themselves with groups of children - supported by own colleagues. (particularly "Hello" song) 12. Some staff have taken photos to use for room displays - reinforcing and re-visiting the enjoyment of sessions. 13. 2 staff have accessed training run by project and brought ideas and resources back to team. 14. Staff for older groups have consulted with Martin to establish an appropriate learning, listening, fun environment and appropriate boundaries for the group. *Staff have seen how much children have enjoyed the sessions and wish to have opportunity for more of our children to access such experiences.
Parents:
15. From very beginning we have had steady attendance of approx 6 parents per week with their children - some regular, some new / changing additions (just right for space etc available) 16. The parents (and outside community members) have been willing to be photographed, video'd, completed questionnaires and have shown interest in the project and made many positive comments about the parent-child sessions and are enthusiastic participants. 17. Adults have enjoyed watching the children's engagement, and have also enjoyed the music and humour that Martin has been able to gear to the adults to recognise their involvement. 18. The adults have participated with instruments; modeling, imitating, following instructions, celebrating children's participation. They have supported children's "conducting" and engaged with great enjoyment. * The parents that come to the group have now established a "come and stay" follow up session where they stay for coffee and "networking" with each other for 40 mins afterwards.
Issues to consider / discuss:
19. Looking forward to having musical instrument lending library up and running. 20. Frequency and length of each group session has meant that experimenting with voice, rhythm, refrains, tunes, sounds, stop/start etc has filled sessions without as much opportunity for using musical instruments / learning how to use them effectively with older children as perhaps envisaged at outset. 21. Choosing boards and formats to be experimented with next term.
June 2007 |