1. Introduction

A grant was awarded to Education Through Music in October 2000 to undertake this project by the end of March 2001. More details about the intended outcomes of the project are out outlined in the proposal.

The two key outcomes of the project were

a) To develop a new CDROM resource to be used in support of the use of songs and music in all Early Years settings

b) To distribute the resource and disseminate the findings of the project.

Education Through Music worked in partnership with three Local Authorities, and involved over 500 practitioners in the development of the resource through workshops and postal questionnaires.

The resource that you have already opened is the product of the project. The content has been designed, developed and evaluated throughout the six months of the project. Further information about the outcomes of the project and participant feedback is therefore included in the main body of the CDROM. The 10 songs and backing music only versions have been reviewed, evaluated and modified throughout the project, ensuring that the perspectives of different practitioners from different settings and regions, have all been taken into account.

The songs and their supporting materials can be used in a variety of ways

- As the starting point for a topic.
- To support the wider use and teaching of music.
- To support other areas of the curriculum.

Feedback suggests that the resource would be useful in all Early Years settings and valuable to practitioners regardless of confidence and experience.

2. The key steps in the project
Workshops were organised for either evenings or weekend to ensure that various participants had an equal chance of attending. This was key to the success of the project.

q Early November: Coventry, 3 evening workshops (2 hours each) Involving 60 practitioners from different settings who helped to inform the development of new draft songs.

q November: Questionnaire and songs
Following consultation in with Coventry EYCDP a questionnaire was designed and distributed. This was given to participants in workshops, conferences and to other practitioners via post. Included with the questionnaire was a CD with 6 new songs a vocal and separate " backing music only " version. Four songs were intended for a final resource. Two new Christmas songs were also included because we felt they at least could be used immediately. They could therefore help us to identify types of activities practitioners were organising with songs.

Late November : Waverley Conference - Guildford Surrey 27.11.2000
As part of a bigger event we held 4 workshops (1 hour each). These include the attendance of all 150 participants. Each was given a questionnaire to complete and return and the free CD. Views about materials and guidance to support the use of music were also collected.

Early December: Shropshire - The distribution of the questionnaire.
A workshop day in January was organised for participants from throughout Shropshire. The 80 respondents each received a questionnaire.

December : Feedback and developing songs and CDROM
Responses from the survey demonstrated that the draft songs were generally a hit with the children. However there were some songs that we felt needed further testing. Also based on feedback received via the survey new materials were developed for use in the January workshops. This included new song ideas for testing, and a draft outline of this CDROM for initial sampling and reaction.

January - March : Workshops and materials development
The following workshops were then held and a range of settings were represented. Participants also included music specialists, inspectors, graduate students, writers and songwriters!

January 13th Shrewsbury 72. (2 x half day ) - Shropshire
January 16th Coventry 15 (evening 2 hours) - Tile Hill College
January 20th Redhill 35 (2 x half day ) - Surrey
February 24th Sunbury 28 (2 x half day ) - Surrey
March 3rd Ampthill 70 (1 x half day) - Bedfordshire
March 17th Frimley 31 (2 x half day ) - Surrey
March 24th Shrewsbury 40 (2 x half day) - Shropshire

The songs and the CDROM materials were developed through a continuous process of consultation at workshops and sample testing by practitioners with their children in different settings. This sometimes required the re-drafting of materials or composing new songs, to try out with subsequent audiences in different areas

Further information about the outcomes of these key steps is available through the following folders.

About the songs - stages in their development
The survey results - how they informed the support materials
Testing and feedback - evaluating songs for possible inclusion


3. Findings and outcomes
Whilst the development of this resource is the main outcome and product of the project, there are some general issues that have arisen.

Main findings

There is a range of good practice amongst practitioners, but generally confidence is low for many undertaking formal music related activities.

Many practitioners think they have to be musical themselves in order to organise and conduct activities effectively. As a result learning objectives are not always confidently and clearly defined.


Please see the results of the survey for more details

The key challenges "felt" by practitioners are
(a) planning and controlling activities involving instruments
(b) quietening children down after music and movement
(c) developing ideas to use for music

Practitioners value any support or guidance that shows them how to use music and songs as an integral part of other activities. Not all practitioners feel that they know how to get support to develop their own competence.

Using other activities as a vehicle to achieve a music-related outcome is a tactic generally under exploited. Many practitioners feel pressurised into delivering a "music activity ". They do not always consider achieving music - related objectives through activities they are comfortable with.

Support for more "practical" workshops for music is very high There is also a widely held request for more musicians or singers to visit settings to inspire and develop the practice of workers.

The survey shows that not all settings have a CD player. This is a very important and basic resource to encourage music, listening and movement. CD has so many "teacher or leader" benefits: Easy location of tracks, easy stop and restart are all advantages over cassette tapes.

Nearly 50% of those surveyed have access to a Computer with CDROM facilities. Although this project did not set out to measure the impact of ICT on Early Years, participants generally supported the CD ROM format of these materials. They valued the ability to move around the resource quickly to find the documents they needed.

Those who didn't have a computer were happy to organise a hard copy of the materials for themselves. We decided to convert the word files to PDF in order that all computers would be able to read the materials and use the hyperlinks .

There was much support for an Early Years music web-site to share ideas and news and to provide guidance for interpreting goals for music. This could provide a directory of suitable materials and support organisations.

The issue of customising materials developed strongly in the project

A section has been developed within these materials to cover this. Many practitioners in the project felt they have the confidence to adapt and customise a range of activities and resources to meet particular needs. They did not always see the application of that skill for tailoring the use of songs or music. This became apparent through discussions amongst groups about how to "tailor" the use of songs they were reviewing for different ages and needs. See Feedback and testing and the section on Customising.


4. Conclusions

These are the key conclusions from the project. Please also consider the responses and feedback collected from the survey and workshops. Many of the conclusions drawn from the project prompted us to include particular types of guidance in the resource. The conclusions recognise the extensive support already offered in the project areas and around the country.

This CDROM and the accompanying songs are considered by participants in the project to be a valuable addition to the resources available to them. However further feedback and evaluation from other practitioners and partners throughout the country will help to inform its continued development.

The availability of appropriate guidance is key to helping practitioners clarify the expectations on them in relation to music. A significant proportion seemed unconfident about setting clearly defined objectives and activities.

Further confidence building opportunities would be welcomed by many Practitioners - support via local partnerships, web sites, visits by local musicians, workshops, and the development of new songs and materials are commonly requested.

Developing clear guidance and tactics to help practitioners customise music and songs to meet clearly defined learning needs will help to develop confidence and good practice.

Practitioners within partnerships are a pool of talent, and a valuable resource that could be utilised via "structured" networking or "informal" workshops. Talents include creative thinking, enthusiasm, imagination as well as "musical" skill, knowledge and experience.

5. Recommendations (mainly provided by the participants)

More resources and in particular new songs and music specifically composed for Early Years - see survey for their shopping list.

Development of local or regional directories for music support for early years, listing resources, specialists.

Research into the development a national directory or web-site to support the arts in Early Years Music.

The promotion of local initiatives for networking, linking local musicians (friends) to settings, and for the delivery of workshops focused on planning and integrating music learning outcomes into other activities.

6. Acknowledgements

We would like to take this opportunity to thank the EYDCPs of Coventry, Shropshire and Surrey for their co-operation and support and for enabling the project to reach as many different partners as possible.

We would also like to acknowledge the following people for their contribution, advice and support to the project and to the CDROM guidance .

Dianne Andrews - Inspector EY settings: Shropshire
Pauline Morton (and colleagues) - EYDCP Shropshire
Liz Fisher
Katy Taylor
The staff at the Shrewsbury Centre
Chris Wainwright. (and colleagues ) - EYDCP Coventry
Menna Thomas - Adviser for music
Andrew Holdcroft - Henley College
Jackie Wallace
and Julie Page (and colleagues) - EYDCP Surrey
Vanessa McKeown - NCMA Leeds
Amanda Brookes - NCMA Northampton
Mandy Jilbert - NCMA Cheltenham
Julia Elliot - Bedfordshire Under Fives
And to all those who gave their feedback, views and insights as participants in the survey and in the workshops.




Arts Council Funded – ATLAS PROJECT (2001)

EVALUATION SCORES see full report.

Feedback was taken from groups art the end of their workshops.
Shrewsbury. 13.01.2001. Am 35 total Pm 37 total
Red hill. 20.01.2001 Am 19 total Pm 16 total
Sunbury 24.02.2001 Am 18 total Pm 10 total
Frimley. 17.03.2001 Am 19 total

The average score is shown for the responses each session

To what degree has the workshop given you new practical ideas to take away to use with your children?
None. Many
1 2 3 4 5 6
5.3 5.5
5.8 5.5
5.5 5.4
5.7

Did you feel that the activities were enjoyable ?
Not at all Extremely
1 2 3 4 5 6
5.5 5.7
5.9 5.7
5.6 5.5
5.9

Did you feel that the activities were relevant to your needs?
Not at all Extremely
1 2 3 4 5 6
5.4 5.5
5.7 5.3
5.3 5.4
5.7

Did you feel that the activities were beneficial to the project aims?
Not at all Extremely
1 2 3 4 5 6
5.5 5.6
5.4 5.3
5.2 5.2
5.7

Now that you know more about the intended content of the Final CD ROM, how beneficial do you think it will be to supporting musical activities in a range of Early Years Settings?
Not at all Extremely
1 2 3 4 5 6
5.6 5.8
5.8 5.5
5.4 5.5
5.7

Numbers of participants who gave all 6s
(Shrewsbury 30 and Surrey 37 a total of 67 out of 154 or 43% gave all 6s)



Project report – Early Years Music for learning and fun

The following is a summary report of a programme funded by the West Midlands Regional Arts Board. We hope that the positive outcomes of this programme prove to be informative and helpful. If you wish to discuss issues further please email Music In Spires at the above address.

1. The key project outcomes..to

inspire less confident practitioners, helping them to build confidence and skills and to use music more effectively as a tool for learning and fun
provide opportunities to learn and practise new techniques and activities using instruments and recorded materials
enable practitioners to use and customise new resources within their own setting to meet learning outcomes
evaluate personal development and the impact of changed practise on the children
identify opportunities for further strengthening the provision of music in their own and Early Years settings generally.

2. The target audience.
This programme responded to the needs established within 3 EYDCP areas - Shropshire, Coventry and Solihull. There were 8 groups with an average of 20 participants per group.

Participants came from all early years settings including: -
Schools (foundation stage)
Childminders
Private and day Nurseries
Creches
Playgroups
Sensory support services
EYDCP staff

A maximum of 3 places per setting was established for any workshop.

3. The project in outline
Ran from May 2002 – January 2003
Each participant attended 2 workshops of 2.5 hours each and held 4 weeks apart.
The workshops were held in the evenings and at weekends

2 x CDROMS of new songs and guidance were provided to participants
Practise between workshops was required and then fed back in session 2
All participants were required to evaluate the programme

The emphasis of the project was to develop practitioner confidence and practice. Participants were encouraged to develop ways of integrating and linking music and songs into a range of common activities for learning and play. They also practised using songs to introduce and underpin a topic, generate discussion and investigation, stimulate imaginative play and art, and develop other artistic activities such a mime, movement and dance.

In addition particular support was given to music making and the use of musical instruments. The programme did not assume that participants had any particular musical ability or competence.


4. Workshops
The workshops were designed and facilitated by Education Through Music. They provided opportunities for whole group, small group and individual activities and will include:
Identifying desired outcomes of participants and individual action planning
Participating in and reviewing musical activities for delivering Early learning outcomes
Experimenting with music and songs for play, movement, mime and drama
Practising skills for teaching new songs and tailoring for special needs
Planning and facilitating activities using musical instruments, (making instruments)
Playing percussion - tuned, un-tuned, practising rhythms (loud quiet, fast slow)
Creating simple musical scores - using pictures: sounds for characters in stories
Evaluating music - different styles, cultures, sources (examples from main publishers)
Planning and evaluating activities, identifying key steps for progression
Discussing challenges, and identifying needs for resources, opportunities and support

Participants received handouts – including a programme plan, lists of resources and extracts from various publications. They also received 2 CDROMs including Education Through Music's third Early Years Collection developed via an Arts Council project involving the input of over 500 practitioners from around the country.

5. Evaluations
All participants completed evaluations at the end of the programme. A sliding scale was used 1 = Lowest score 6 = Highest score; these are the averages across the whole programme.

How well did the sessions achieve learning with fun? 5.95
Were the activities relevant to your needs? 5.36
How would you rate the quality of the handouts and resources? 5.60
How well did the sessions:
- Provide you with practical ideas for meeting learning outcomes? 5.60
- Encourage you to experiment with new techniques, songs or activities? 5.61
How beneficial have the sessions been to improving your confidence and practice? 5.55
How beneficial has the project been for the children in your setting? 5.31



6. Key outcomes (see additional notes below)
Based on participant feedback the project has led to improved practise in all settings
The new materials, songs and guidance has been a crucial element to the project
Children (all ages up to 5) responded extremely well to the songs in most settings
In some settings children further developed a theme and activities around a song
Participants encouraged other colleagues to attend workshops
A range of positive changes and outcomes has been reported from settings
Using the songs provided and customising them to meet particular needs
Using the activities demonstrated and practised in the session
Buying new instruments
Using instruments for stories and developing graphic scores
Making instruments out of recycled materials
Experimenting with sounds
Finding new songs and materials
Having more structured music sessions – better disciplined sessions
Inviting musicians into the setting for live performances

7. Key findings
Participants wanted more (similar) music workshops – to be fun and non-threatening.
Coordination of support for E Years music in local areas would be welcomed - networking various providers of resources / services - joint working with specialists within settings.
New ideas, new songs, and practical activities for " Non musical" practitioners are needed. Local libraries of new materials or instrument loan schemes would be helpful.
More support, new songs and resources for 2 year olds and under
A website of ideas, guidance, contacts and available resources is needed - this could include articles, reviews, expert advice and shared practice from practitioners.
Video resources, demonstrating good practise would be invaluable.


8. Benefits of the programme in more detail.

This is a summary of the different comments made by participants. These are representative of the 130+evaluation forms returned and grouped into broad "types" of benefit.

Learning new ideas and activities
Given new practical ideas new ideas and activities
Experimenting with different sounds and instruments and how to adapt them to a theme
Seeing activities demonstrated and go away and practise them
Composing music – how to use musical instruments
Different ways music can help to meet other Early Learning Goals
You don't have to be a musician to help children enjoy musical sessions

Impact in the setting
We've bought new instruments as a result of the sessions
Bringing music back to life in the nursery
Making music time more enjoyable and fun for the children (and adults)
My own enjoyment of the music helped me to share my enthusiasm
How to adapt music activities to my setting
Making music simple for our setting
Learning to help the children in my setting to enjoy music
Now more music time in groups and involving the whole nursery- we all love the CDs
Teaching children how to express themselves with music

Improved confidence / enthusiasm
Inspired me to want to do music with the children
Encouraged us to try more in our own setting
Giving us confidence to use music in all aspects of our planning
Renewed my enthusiasm. I have encouraged colleagues to attend these workshops.

The sessions- enjoyment
Presented in a very relaxed enjoyable sessions that helped to improve confidence
I have enjoyed everything about the sessions
Having fun whilst learning – well done- worth coming out and missing Eastenders for
Realising that music can be fun
Absolutely brilliant

The sessions - activities
Meeting others from different settings – sharing experiences and ideas
Having the opportunity to act out and practise activities and songs
Trying new ideas, hearing and listening a wider range of music and songs
Realising we are not all alone struggling for new ideas

Resources
Receiving new songs and resources – computer printouts with lots of extension activities
Finding out about other resources, songs and instruments from other cultures
New songs to fit in with topic work
Hearing new simple to learn songs that can be used with young children
Some of the songs were too difficult for the very young children


10. Examples of activities resulting from the programme.

Used Five hats during Ofsted inspection. Children made their own hats (they were numbered) and marched in time to the CD. As it was the middle of autumn we changed five hats to five leaves on a tree…

Leaves falling – The children just started to dance to the CD without instructions.

Spring time - We did music and movement to the song- the children enjoyed doing the actions

Can you was used to see whether the children could hop skip or respond to music.they enjoyed all the actions and in future we will be using other action suggested by them build, climb, and dig.

Our children have physical disabilities so we adapted the words and used the backing music.

How quiet can you be? …Children lay down on the floor and listened…they asked for it to be replayed…later we will introduce instruments to be played quietly to accompany the tune.

Come and join our orchestra Experimenting with sounds …worked with this song…children began to listen more and play in time to music... not just manic banging of instruments.
The children copied the actions for the instruments in the song.

Gingerbread man. The children knew the story but loved the song, listening very attentively (surprisingly)...they all joined in with chorus. Later we extended the activity ..parents made gingerbread figures. Children made up actions to go with the chorus

People who help us. We used this song to coincide with a visit from a policeman

General practice
We are now using instruments with Nursery Rhymes…Incy Wincy..using different sound for sunshine… rain..spider. Twinkle Twinkle…playing softly…

Pass the drum – from the workshop. We are now using different instruments too. The children enjoyed themselves and learned how to keep up a simple rhythm

I now sit the children in a circle and place the instruments in the middle...introducing the instruments and talking about how they should be played.

Some songs and activities worked better in some settings than others (with the same ages of children). All participants reported an improvement to their own practice.


Funded by the West Midlands Regional Arts Board

Project report – Early Years Music for learning and fun (2002)


Evaluations Scores

All participants (139 in total) completed evaluations at the end of the programme workshops. A sliding scale was used 1 = Lowest score 6 = Highest score;

These are the averages across the whole programme.

How well did the sessions achieve learning with fun? 5.95

Were the activities relevant to your needs? 5.36

How would you rate the quality of the handouts and resources? 5.60

How well did the sessions:
Provide you with practical ideas for meeting learning outcomes? 5.60
Encourage you to experiment with new techniques, songs or activities? 5.61

How beneficial have the sessions been to improving your confidence and practice? 5.55

How beneficial has the project been for the children in your setting? 5.31


Key outcomes (see additional notes below)

Based on participant feedback the project has led to improved practise in all settings
The new materials, songs and guidance has been a crucial element to the project
Children (all ages up to 5) responded extremely well to the songs in most settings
In some settings children further developed a theme and activities around a song
Participants encouraged other colleagues to attend workshops

A range of positive outcomes has been reported from settings
Using songs provided and customising them to meet particular needs
Using the activities demonstrated and practised in the session
Buying new instruments
Using instruments for stories and developing graphic scores
Making instruments out of recycled materials
Experimenting with sounds
Finding new songs and materials
Having more structured music sessions – better disciplined sessions
Inviting musicians into the setting for live performances