A strong music department
Where there is a strong music department in a school there is likely to be a strong ethos of student engagement. Successful music departments not only encourage students to get involved, but they also tend to offer a wide range of opportunities for a diverse mix of students. This range and breadth of offering are crucial elements when it comes to engaging students and then linking more closely with parents. So how exactly can headteachers use music to develop relationships with parents?
Co-curricular offer
During my time as a music teacher I have worked with a huge range of students from different backgrounds and experiences. What I aim to offer is a range of co-curricular activities as well as a rich and relevant curriculum. I want as many students involved in music making as possible and I want this to have a positive impact on their wider life at school. Music is a fantastic tool for building relationships with parents because it is often the thing that makes students tick. When difficult conversations need to be had between school and home, music can be the positive thing that is very much in the middle of it all.
It brings to mind a student who was really struggling around school, getting into trouble and not focussing on his work. And yet he played in the school orchestra and big band and regularly performed in public concerts. This was a lad that other teachers were surprised to see smiling when in my rehearsals. Music was his ‘thing’ and it was the very thing that kept him going. As a school we could see the positive impact of music in his case, as having something to look forward to helped him to engage.
Two years ago we started working with a company called Future DJs, which delivers DJ-ing lessons in school. Having an external professional DJ working in the school meant that students had yet another avenue of music making to explore. This attracted a whole new range of students to the department and gave the school something positive to write home about.
But the real power of this situation came when at concerts. The headteacher and other staff who were in attendance had the opportunity to have a positive conversation at the end of the event, being able to praise the students and congratulate the parents. When else do these three groups meet in such a positive setting? A concert is a great place to meet parents and focus on the positives – and I guess it is the same on the touchline of a football, netball or rugby match.
The positive in a student's life
Music is also a positive in a student's life that can be focused on in any meeting or intervention that might need to take place. Asking a student about their music lessons is a great conversation to have just before discussing some poor behaviour. But it is not always about those students where the relationship with home is fraught. Any student involved in music deserves the praise, and all parents should receive such positive remarks. I have worked with dozens of students through the years who are quiet, un-assuming and just keep their head down. Headteachers may never come across such students, as they are dealing with other issues. A concert is a chance for them to see these students come alive and to offer the same praise to family members in the audience.
The role of music hubs
Music hubs can play a vital role in engaging students from all backgrounds, encouraging them to pick up instruments and start learning. Working closely with a hub can mean that funding, support and guidance is given to students who really need music as an avenue in their school day. I have seen the power in external teachers and practitioners coming in and giving students amazing opportunities. For example, a couple of years ago I witnessed a music hub giving students a transformative opportunity to perform a large school vocal work at the Royal Albert Hall.
No experience required
Part of the process of working closely with home is showing parents how students can get involved with music no matter what their situation or experience. Schools need to be providing the details for parents who may not be musical and therefore don't know the process. If a parent has not learnt an instrument before or performed in a concert, then they will not know what is needed. There are a few key points that schools and hubs can communicate home to parents to help them support their musical children:
- It is never too late to start learning an instrument.
- Reading music is great, but it is not an issue if they can't already read – they can and will learn.
- Practice does make perfect and students need to be playing their instrument or singing as much as possible. If this isn't possible at home, then schools can often provide a space. I think of the numerous students over the years who play the drums but live in a flat. Schools can provide support for this. In essence, how much time they play will vary with age and stage. But 15–30 minutes of playing a day will make all the difference.
- Hubs can support with the loaning and hire of instruments. Working with the hub can also help with funding for those students who can't afford lessons.
- Music will not only lead to positive experiences, but it can also be used for UCAS applications and other applications for college and future roles. It can also feed into the DofE award, something that is very popular in schools across the country.
- Music doesn't need to be expensive and sometimes selecting the right instrument is key when it comes to cost. Some instruments are more expensive than others and some are easier to pick up. The music hub can again support this. Over the years I have arranged several taster sessions so that students can try out instruments and find the right one for them. This is a great way of helping them on their journey.
- No matter how musical or unmusical a parent is, they can always support their child with their music making. Being a small audience at home, playing great music and taking them to concerts will all make a difference. Even if you don't play an instrument you can still tell if a piece sounds ‘good’ or not. Encouragement at home will go a long way.
The triangle
It is often said that the triangle is the loudest instrument in the orchestra as it stands out when struck (particularly when in the wrong bar of a piece of music). This triangle of school, home and student is equally strong and music can strengthen it further. Parents will often look to the school to provide extra support for students. As schools we can't expect parents to have all the answers and so we must provide answers and support. And where students are involved in music, positive relationships can be built and strengthened and this will only be a good thing for the school.
To see the ABRSM's ten tips for parents to help children practise at home, visit https://gb.abrsm.org/en/inspire/support/how-to-support-your-child-s-practice-at-home
