Jane's doctorate explored the issue of musical progression in the primary school; what it is and how teachers realise it. Her research looked at current theories of musical development, the Ofsted triennial music reports, and explored teachers' knowledge and understanding of the issue through interviews. The data was analysed following the process of template analysis and Todd produced relational models to illustrate the findings, including a practitioner definition of musical progression.
This research suggested that the teacher's journey is as individual as the child's and therefore there is not only one way to teach that will ensure progression. What appeared to be important was that practitioners had a clearly thought-out approach to progression which influenced and underpinned their teaching and consequently ensured children's progressive musical learning. The importance of the teacher's own musicality and musical understanding in their comprehension of musical progression and their practice was highlighted. Another emergent finding was the necessity of responsive teaching and the need to interrelate all aspects of what it is to be musical in order to lead to a more holistic progression in pupils. Improving teacher knowledge and understanding of holistic progression would help teachers to understand what they were aiming for and consequently improve their curriculum delivery.
The main aim of the research was to gain insight and understanding to assist primary teachers to improve their practice and address Ofsted's concerns. It also made suggestions for music ITE provision, CPD and Ofsted.
Jane has presented her findings at Durham University, at the UK Association for Music Education (Music Mark) National conference in Birmingham and Symposium in Manchester. She has also published an article ‘What do we mean by musical progression in the primary school' in a publication by the National Association of Music Educators.
Jane is now applying her research to working specifically with 0-5's and looking at how musical progression is achieved with this age group, the impact a musical approach can have on speech and language development and how a carefully structured singing-based programme can enable children to sing with the same value as they learn to read and write.
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