Motivating boys through music and dance

What went well? What could have been improved?

The headteacher's view

Our targets were clear from the outset and tight planning was essential. However, we also needed to be flexible when the work developed in unexpected, but valuable, directions.

We felt that it was very important to identify the evidence base before the start of the project. Things change as soon as a project begins, and any collection of evidence is coloured. With this project, the need to quantify our objectives meant that we could only use a limited number of methods to collect evidence. Asking teachers and pupils to keep diaries worked well and these proved a valuable source of information. The questionnaires to class teachers were also helpful, although the data was very subjective.

Having the two activities on the same afternoon helped pupils to make links between their music and dance. Being among the first to use the new music technology suite made the boys feel 'special' -- possibly for the first time at school -- and as the activity was new, it was exciting for both pupils and staff. Working towards a final performance gave the project momentum. Letting the boys choose the audience relieved some of the pressure they might have felt.

If we did the project again, we would include more pupils so that they had greater scope for dance shape and dynamics. We would also have shorter music sessions, as the pupils' attention wandered after about 25 minutes. In contrast, we would plan two 45-minute dance sessions each week, as the pupils forgot their moves quite easily. We would also concentrate a little more on offering a wider variety of music-making at the start, so that pupils had a greater choice.

As an Artsmark Gold school, skilled practitioners support work in all aspects of the arts at all levels. This was important if pupils were to be released from the normal timetable and encouraged by parents. The new music technology suite -- paid for by lottery funding -- was an essential part of the project. However, as the equipment was new, it would have been helpful if staff had had more time to get to grips with the full range of possibilities that it offered.

Inevitably, there were time limitations. We probably needed a longer period for pupils to learn about music and dance before attempting to link the two. However, a longer lead-in time might have destroyed some of the pupils' motivation.

We were very interested in the way that at least one boy became motivated to take work home and complete given homework. We are going to explore this outcome further.

The results of this project have been extremely worthwhile and this type of project is going to become part of our normal curriculum. Pupils will regularly use the music technology suite to create music for their own dances. Given appropriate conditions, we believe that underachieving boys in other schools could benefit from similar initiatives.