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Case study 23: Extending opportunities for musicians

This case study shows how a school extended the opportunities available to its talented music students.

inner-city comprehensive school (11 to 16)

using non-teaching staff to run a lunchtime club to help students use music technology equipment

high-quality work

students who are more motivated in all of their school studies

Background

The school is an 11 to 16 comprehensive in a multi-ethnic, inner-city area. There is significant social deprivation in the surrounding community and 85 percent of students speak English as a second language. Most students make satisfactory progress in most subjects. Inclusion and student support are high on the school's list of priorities.

The school's music department provides a good range of after-school and lunchtime activities for its musically talented students, including groups for a wide range of instruments. However, although there was some provision for GCSE Music students to learn how to use music technology for their composition work, these opportunities were limited. Most of the time, the music technology equipment in the department was under-used -- the music teacher had neither the time nor the expertise to sort out technical problems.

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Implementation

A new member of the administrative staff, who had technical and musical expertise, offered to help students use the music technology equipment to develop their composition skills in popular music. An inclusive music technology club was established. GCSE Music students were offered the opportunity to come to the music technology room at lunchtime and after school to learn how to create backing tracks for pop music styles. Other students, for example a year 9 girl who was interested in singing with the backing tracks, were welcome to attend.

The only rules for membership were that students should attend regularly and have a serious attitude to their work. The term 'serious' came from the students themselves, who wanted club members to be willing to learn and really interested, rather than 'messing around'. As one student explained: 'You can come if you want to come, but you have to be serious.'

Students spend many hours at the club developing their skills and working with the sophisticated equipment. Most of the work is collaborative. One student brings along a musical idea -- for example a drum beat or a bass guitar riff -- which is put into the computer with the help and advice of the staff member in charge. Other students then comment on it, add ideas of their own (for example chords or vocals) and help to develop the composition. The atmosphere is open and relaxed, but intense. Students give one another great encouragement and there is no sign of misbehaviour.

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Impact

Some of the students' work is of an impressively high standard and a few have set their sights on a career in the popular music business. Their achievements have given a focus to their school studies and, above all, have given them a great sense of accomplishment.

The school's music technology equipment is now being used in a much more sophisticated way and for many more hours each week. Students are not only benefiting in terms of their skills development, but also in improved collaborative working and in self-esteem.

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