What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence
This article describes a project delivered by Jessie’s Fund, a UK charity which supports children through music therapy and creative music work. The project took place between January and July 2012 and involved staff and pupils from a special school in the north of England. The article describes bri...
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| Format: | Article |
| Language: | ell |
| Published: |
Greek Association of Primary Music Education Teachers
2013-07-01
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| Series: | Approaches: Music Therapy & Special Music Education |
| Subjects: | |
| Online Access: | http://approaches.primarymusic.gr/approaches/journal/Approaches_5(1)_2013/10%20Approaches_5(1)2013_Northey_Article.pdf |
| _version_ | 1818807851136581632 |
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| author | Tom Northey |
| author_facet | Tom Northey |
| author_sort | Tom Northey |
| collection | DOAJ |
| description | This article describes a project delivered by Jessie’s Fund, a UK charity which supports children through music therapy and creative music work. The project took place between January and July 2012 and involved staff and pupils from a special school in the north of England. The article describes briefly how music is delivered in special schools across the UK and explains some of the challenges Jessie’s Fund has faced in having a lasting impact on how schools cover the music curriculum for children with complex needs. In 2012 Jessie’s Fund partnered with a special school in the north of England to design a new approach which focused intensively on the development needs of staff. Jessie’s Fund musicians visited pairs of staff over a period of six months to build their skills and confidence in leading music sessions with their pupils. The project was considerably more effective than some previous ‘musician-led’ activities and had a significant, whole-school impact. This article describes the work that took place, the responses from the staff involved and how Jessie’s Fund intends to use this learning for future projects. |
| first_indexed | 2024-12-18T19:32:14Z |
| format | Article |
| id | doaj.art-89b061813d85452d9b445070f36497f2 |
| institution | Directory Open Access Journal |
| issn | 1791-9622 |
| language | ell |
| last_indexed | 2024-12-18T19:32:14Z |
| publishDate | 2013-07-01 |
| publisher | Greek Association of Primary Music Education Teachers |
| record_format | Article |
| series | Approaches: Music Therapy & Special Music Education |
| spelling | doaj.art-89b061813d85452d9b445070f36497f22022-12-21T20:55:42ZellGreek Association of Primary Music Education TeachersApproaches: Music Therapy & Special Music Education1791-96222013-07-01514349What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and ConfidenceTom NortheyThis article describes a project delivered by Jessie’s Fund, a UK charity which supports children through music therapy and creative music work. The project took place between January and July 2012 and involved staff and pupils from a special school in the north of England. The article describes briefly how music is delivered in special schools across the UK and explains some of the challenges Jessie’s Fund has faced in having a lasting impact on how schools cover the music curriculum for children with complex needs. In 2012 Jessie’s Fund partnered with a special school in the north of England to design a new approach which focused intensively on the development needs of staff. Jessie’s Fund musicians visited pairs of staff over a period of six months to build their skills and confidence in leading music sessions with their pupils. The project was considerably more effective than some previous ‘musician-led’ activities and had a significant, whole-school impact. This article describes the work that took place, the responses from the staff involved and how Jessie’s Fund intends to use this learning for future projects.http://approaches.primarymusic.gr/approaches/journal/Approaches_5(1)_2013/10%20Approaches_5(1)2013_Northey_Article.pdfmusicchildrenspecial needscomplex needsspecial schoolconsultationstaff training |
| spellingShingle | Tom Northey What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence Approaches: Music Therapy & Special Music Education music children special needs complex needs special school consultation staff training |
| title | What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence |
| title_full | What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence |
| title_fullStr | What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence |
| title_full_unstemmed | What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence |
| title_short | What Happens When the Musicians Leave? Case Study of a Jessie’s Fund Project to Develop Teachers’ Skills and Confidence |
| title_sort | what happens when the musicians leave case study of a jessie s fund project to develop teachers skills and confidence |
| topic | music children special needs complex needs special school consultation staff training |
| url | http://approaches.primarymusic.gr/approaches/journal/Approaches_5(1)_2013/10%20Approaches_5(1)2013_Northey_Article.pdf |
| work_keys_str_mv | AT tomnorthey whathappenswhenthemusiciansleavecasestudyofajessiesfundprojecttodevelopteachersskillsandconfidence |