Whole-class Guitar: Embedding Music in the Classroom
- Submitting institution
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University of South Wales / Prifysgol De Cymru
: B - B – Royal Welsh College of Music and Drama
- Unit of assessment
- 33 - Music, Drama, Dance, Performing Arts, Film and Screen Studies : B - B – Royal Welsh College of Music and Drama
- Output identifier
- 4198795
- Type
- N - Research report for external body
- DOI
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- Commissioning body
- Winston Churchill Memorial Trust / Finzi Trust
- Month
- -
- Year
- 2015
- URL
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https://www.wcmt.org.uk/fellows/reports/uk-guitar-foundation-online-network-and-resource-teachers
- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
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- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
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- Research group(s)
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- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- With a Winston Churchill Fellowship Helen Sanderson conducted research into whole-class guitar teaching, including a five-week field trip through the USA. The guitar embodies cross-genre and cross-cultural music and its dominance within popular music makes it an instrument with which young people strongly identify. American educators in particular have developed guitar pro-grammes within schools following the ‘band’ model of education. The significance of this research resides in Sanderson’s investigation and analysis of key components of successful programmes cre-ating the foundation for an ensemble-based guitar curriculum for implementation in the UK. Sand-erson identified five component elements for analysis: resources and curriculum, technique and musical literacy, teacher training and professional development, engagement and motivation, and integration and differentiation. Her case studies represented state and non-profit sectors, including areas of deprivation in Arizona (San Carlos Apache Reservation) and Texas (Gardner Betts Juvenile Detention Centre). Sanderson’s research revealed commonalities of approach, which included the embedding of music learning throughout the week within school hours. In addition, there was compelling evidence for teaching partnerships between specialists and non-specialists. These indi-cated significant potential to re-evaluate guitar teaching within UK music education provision in primary and secondary schools, and to develop new sustainable models (possibly also transferable for other instruments). This research is forming the basis for the development of a whole-class gui-tar pilot project in Wales at primary school level. Here, Sanderson will explore an integrated cross-discipline approach within the wider Expressive Arts, reflecting the approach of the new Curriculum for Wales (2022). The creation of an ensemble-based guitar curriculum delivered regularly within the school timetable and committed to a specialist/non-specialist partnership teaching model, rep-resents an impactful departure from current approaches.
The Winston Churchill Fellowship report is presented here as a pdf, and may also be accessed at: https://www.wcmt.org.uk/fellows/reports/uk-guitar-foundation-online-network-and-resource-teachers
- Author contribution statement
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- Non-English
- No
- English abstract
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