Historically, instrumental music teaching has been valued narrowly. Teachers have been described as ‘instructors’, in ‘telling mode’, preparing children for performances in examinations. High-quality teaching has been defined as progressing pupils through grades and formal ensembles to the tip of a ‘pyramid of opportunities’ to join conservatoires. My research as a practising teacher and development officer has found that focusing on a wider range of outcomes can demonstrate the full value of instrumental music teaching, at a time when music is at increasing risk of marginalisation in schools.
This research has been supported by a succession of grants from Youth Music, which funds music-making for children with barriers to participation. Youth Music employs an outcomes approach – ‘deciding the change you want to bring about, and then working out how to make this happen’ – and focuses on personal and social as well as musical outcomes. This approach has previously been more associated with community music than instrumental teaching.
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