"Reviewing the teaching of music at foundation and key stage 1 ：A case study in effective change Management."

Abstract

This thesis reports on a case study in change management which took place at a small infant school within the authority for which I work, looking at specific issues faced by the head teacher as she introduced new pedagogic practice for the delivery of the music curriculum across her school. The case study is presented in relation to data derived from questionnaires issued within the same authority to provide relevant background information on arts provision across all school phases and music provision in primary schools. The school was chosen because over recent years it had failed to make any significant improvement in standards and, in an effort to improve areas of literacy and numeracy, the teaching of much of the broader curriculum had become marginalised. As an LEA inspector, linked to the school with a specialist interest in music and the performing arts, I considered this an opportunity to look closely at issues related to teaching music in the early years and how effective change might be brought about. The findings of my research concluded that a practical creative approach to teaching music within early years can contribute to a higher quality learning environment which if properly supported and developed can result in significant changes to the life of a school. The research showed that while the role of Music Co-ordinator was not eagerly sought by teachers, it was no less popular than many other non-core subject areas, something I had not expected to find. The research also reflected a continuing reduction in music specialists entering teaching, while the preliminary results from the case study would support the views of those who consider that a non specialist is quite capable of delivering high quality music lessons at this level. One of the most significant factors to come out of this research was the crucial importance of confidence by the teaching staff in their own skills and abilities and the need for the head teacher in managing this change process to build on this confidence. "In depressed schools ' one of the few ways of building commitment to a reform program is for successful action to occur that actualizes hope of genuine change.” (Louis and Miles, 1990:204) "