Read the story here: http://www.bbc.co.uk/news/science-environment-13573631
Minister for School Education Peter Garrett, today released The Song
Room's Bridging the Gap in School Achievement through the Arts report,
saying it reaffirmed the Gillard Government's work to include arts in
the National Curriculum.
"Music provides a potent method to help students connect with their
studies and the broader world around them, to build self-esteem and it
is now demonstrating a positive impact on improving student results
and attendance," Mr Garrett said.
An evaluation by the Institute of Education of England's national singing programme, Sing Up, found a clear link between singing and well-being.
It also found that children who took part in the programme had a strong sense of being part of a community.
But it is not clear that the scheme will be fully funded in future.
The Sing Up scheme supports schools to increase singing in choirs, lessons and individually, and provides a range of resources to help.
The Institute of Education's independent three-year study, commissioned by the Sing Up programme, is based on data collected from 9,979 children at 177 primary schools in England.
It said: "A clear inference may be drawn that children with experience of Sing Up are more likely to be advanced in their singing development and to have a positive self-concept," the study said.
It also found that Sing Up children were up to two years ahead in their singing development than those of the same age who did not take part in the programme.
Composer Howard Goodall, the National Singing Ambassador, said: "These findings are gold dust for head teachers. We've always maintained that singing, alongside its brain-training benefits, can help children to grow in confidence and create stronger communities and now we're able to prove it with hard evidence."
The research comes just days after ministers said they were safeguarding the funding of music in schools at the present level for one year ahead of a major funding shake. But there are no guarantees on music funding after 2012.
'Patchy'And some councils could see music budgets cut by up to 10% next year.
The £10m a year Sing Up scheme was only funded until the end of 2011, but ministers said on Monday they would provide some funding to enable it to continue.
A spokesman for the Department for Education said: "We know that schools and teachers value the resources provided by Sing Up, that is why the government will provide some funding for 2011-12 to enable a sustainable future for Sing Up to be developed."
However the Department for Education has not made clear how much it will provide.
The announcement on the future of the Sing Up programme was in response to the Henley Review of music which warned that music education in England's schools was still "patchy".
And it said there should be more opportunities for singing and playing musical instruments in schools, as well as efforts to bring professional musicians into the classroom.
Dear researcher,
It is a pleasure to be in contact with you to announce the Call for
Papers to the Xth Meeting for the Cognitive Sciences of Music (´Annual
Meeting of the Argentine Society for the Cognitive Sciences of
Music'). This three-day international meeting is an interdisciplinary
conference devoted to the dissemination of new, unpublished research
relating to the field of the cognitive sciences of music. The
conference is relevant for university researchers and graduate
students working in psychology, cognitive neuroscience, music theory
and composition, psychophysics, music performance, music education,
music therapy, neurobiology, ethnomusicology, developmental
psychology, linguistics, artificial intelligence, computer technology,
and other related fields of inquiry. The Xth Meeting for the Cognitive
Sciences of Music will be held in Argentina, Buenos Aires, from July
21th to 23rd, 2011. The conference language is Spanish, although
English and Portuguese spoken presentations are very welcome.
THE DEADLINE FOR ABSTRACT SUBMISSION IS FEBRUARY 28th, 2011.
For this edition, The Argentine Society for the Cognitive Sciences of
Music and the Society for Education, Music and Psychology Research
(SEMPRE) will jointly sponsor the SACCOM Young Researcher Award for
those who submit a high quality research presentation for Xth Meeting
for the Cognitive Sciences of Music and demonstrate the potential to
be a leading researcher in the field of the Cognitive Sciences of
Music in the future.
Looking forward to see you in Buenos Aires!
The organizing committee
More Information at www.saccom.org.ar
Institutional subscription: £210 / $330 | Online subscription: £177 / $265 | Individual subscription: £33 / $65
Journal of Music, Technology & Education
We invite educators, researchers and practitioners to contribute to the Journal of Music, Technology & Education (JMTE), the only journal that is specifically dedicated to the pedagogical aspects of technology in music education. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the field. We regard such education in its widest sense, with no bias towards any particular genre.
JMTE examines pedagogy at all levels and across genres such as composition, musicology, performance and music production.
We would like to invite contributions in any aspect of the field, such as:
· Computer-mediated music composition in education
· Music performance technologies
· Audition & aural awareness training systems
· Music, technology, education & industrial practice
· Computational musicology in Further and Higher Education
· Musical creativity and technology
· Pedagogical aspects of electroacoustic composition
· Classroom engagement with new technologies
· Assessing student music technology practice
· Children's musical learning with technology
Articles should not normally exceed 6-8,000 words in length (4,000 words for position papers), should include full references, bibliography and keywords, and should also include an abstract of no more than 150 words. Illustrated articles are welcome. Short reports may be submitted on related issues, as well as conference reports, book and pedagogically contextualized software/hardware reviews.
To submit to the journal, or for more information please contact the editor Andrew King at a.king@hull.ac.uk
For more information on the journal, please see the journal's webpage:
http://www.intellectbooks.co.uk/journals/view-Journal,id=152/
Editor: Andrew King (University of Hull) a.king@hull.ac.uk
Associate Editors: Allan Hewitt (University of Strathclyde) allan.hewitt@strath.ac.uk
Evangelos Himonides (Institute of Education) e.himonides@ioe.ac.uk
Jonathan Savage (Manchester Metropolitan University) j.savage@mmu.ac.uk
Book Reviews Editor: Rowan Oliver (University of Hull) r.a.oliver@hull.ac.uk
ISSN: 1752-7066 | Online ISSN: 1752-7074 | 2010, Volume 4, 3 issues per year
A presentation about Music Therapy intervention at Early Years Children Centres
Key Speaker: Amalia Brightman MA Music Therapy
10 February 2010, 4.30-5.30pm
Venue: Chalkhill Community Centre (113 Chalkhill Road, Wembley, London, HA9 9FX)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Early Years Children Centre - Music Therapy Intervention
Abstract
Early Years Multi Disciplinary Teams are learning to work and train together to support SEAL and personal growth. Dealing with children from birth to 5 years from diverse backgrounds and cultures and with differential learning needs remains a challenge. This case study presentation illustrates music therapy intervention in the context of an Early Years Children Centre, working collaboratively with Early Years Practitioners, parents and Early Learning Support Assistants.
I will be using a PowerPoint Presentation including video extracts from the sessions. The presentation will last approximately 45 minutes with 10-15 minutes for questions at the end.
Amalia Brightman, Music Therapist, MA Music Therapy in special education.
"Trained as a pianist at the Paris Conservatoire, I continued my musical studies at the Guildhall School of Music & Drama in London receiving a Music Degree in 1977. In 1996 I qualified as a music therapist and in 1998 I completed an MA in Developmental Music Therapy in Special Education. I am a State Registered Arts Therapist (HPC Registration No AS00178). Over the past twelve years I have worked as a senior music therapist for a community charity project in the Borough of Ealing in Children Centres, Primary and Secondary Special Schools and Language Base Units mainly with children with Developmental Delay, Autistic Spectrum Disorders, Emotional/Behavioral and Attachment issues. I currently work in collaboration with Educational Social Workers, Speech & Language, Occupational Therapists and Post Adoption Agencies, integrating Dyadic Developmental Psychotherapy, Theraplay and Expressive Arts Therapy. I am a tutor at Terapia, Children and Adolescents Counseling Training Course."
www.brentmusictherapyproject.co.uk / tel: 07939 443687
Invited keynote presentation to the Emilia Romagna regional conference as part of the National Project on Music Education in Italy, Bologna 27 May 2008
The training of singing leaders: a consultation conference, Trinity College London (April 2007)
This conference has been instigated at the request of the DfES to look at the needs of singing leaders. It comes at a time when there is increased government support for singing, with £9 million allocated to singing in the coming year.
Professor Philip Esler, Chief Executive of the Arts and Humanities Research Council (AHRC) visited the Institute of Education on Tuesday 3 April 2007.