Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-23T17:01:12.686Z Has data issue: false hasContentIssue false
  • English
  • Français

The whole class ensemble tuition programme in English schools – a brief introduction

Published online by Cambridge University Press:  28 October 2019

Martin Fautley  and
Alison Daubney
Martin Fautley*
Affiliation:
Faculty of Health, Education, and Life Sciences, Birmingham City University, Westbourne Road, Edgbaston, Birmingham B15 3TN, UK
Alison Daubney
Affiliation:
School of Education and Social Work, University of Sussex,Falmer, Brighton, BN1 9QN, UK
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

The whole class ensemble tuition (WCET) programme in English schools is a somewhat singular and relatively recent arrival onto the teaching and learning scene. It arose from a remark made by an English politician and has grown from there into becoming a regular feature in the music education landscape in primary schools. It has elements which will be familiar to music educators in many parts of the world, whilst having some aspects which are unique to the English context. In order to place the WCET programme into perspective, this paper outlines the policy context which gave rise to it and explains what it involves and how it is operationalised in schools.

Keywords

WCET (Whole Class Ensemble Tuition)instrumental musicgeneralistclass musicEngland
Type
Articles
Information
British Journal of Music Education , Volume 36 , Issue 3 , November 2019 , pp. 223 - 228
Copyright
© Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Artscouncil.org.uk (no date). https://www.artscouncil.org.uk/music-education/music-education-hubs#section-1. Accessed July 2019.Google Scholar
BAMFORD, A. & GLINKOWSKI, P. (2010). Impact Evaluation of Wider Opportunities Programme in Music at Key Stage Two. London: Federation of Music Services (FMS).Google Scholar
DAUBNEY, A., SPRUCE, G. & ANNETTS, D. (2019). Music education: State of the Nation. Report by the All-Party Parliamentary Group for Music Education, the Incorporated Society of Musicians and the University of Sussex. https://www.ism.org/images/images/FINAL-State-of-the-Nation-Music-Education-for-email-or-web-2.pdf. Google Scholar
DAVIES, L. & STEPHENS, J. (2004). Creating Chances for Making Music. London: Youth Music.Google Scholar
DfE. (2013). Music programmes of study: key stage 2. London: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239088/SECONDARY_national_curriculum_-_Music.pdf. Google Scholar
DfE & DCMS. (2011). The Importance of Music - A National Plan for Music Education. London: Department for Education, and Department for Culture, Media, and Sport.Google Scholar
DfES. (2001) Schools Achieving Success. London: Department for Education and Skills.Google Scholar
DIGITAL, CULTURE, MEDIA AND SPORT COMMITTEE. (2018) Live music inquiry, 5 December 2018. https://www.parliamentlive.tv/Event/Index/8541cc55-9aa7-4632-b7ff-8d0623c9674d.Google Scholar
FAUTLEY, M., COLL, H. & HENLEY, J. (2011) Report into the Wider Opportunities Continuing Professional Development Programme provided by Trinity Guildhall and The Open University. Birmingham: Birmingham City University.Google Scholar
FAUTLEY, M., KINSELLA, V. & WHITTAKER, A. (2017) Whole Class Ensemble Teaching - Research Report. Birmingham: Birmingham City University and Music Mark.Google Scholar
HALLAM, S. (2016) Whole Class Ensemble Teaching (WCET) Final Report 2016. London: Music Mark and UCL.Google Scholar
INCORPORATED SOCIETY OF MUSICIANS (ISM). (2018) Consultation on the future of music education. https://www.ism.org/news/the-ism-releases-report-on-the-future-of-music-education. Google Scholar
JOHNSON, D. & FAUTLEY, M. (2017) Assessment of whole-class instrumental music learning in England and the United States of America: an international comparative study. Education 3-13, 45(6), 701–709.CrossRefGoogle Scholar
LAMONT, A., DAUBNEY, A. & SPRUCE, G. (2012) Singing in primary schools: case studies of good practice in whole class vocal tuition. British Journal of Music Education, 29(2), 251–268.CrossRefGoogle Scholar
MUSICIANS UNION. (2017) 2017 Education report. https://www.musiciansunion.org.uk/Files/Reports/Industry/MU-2017-Education-Report-8pp-A4. Google Scholar
OFSTED. (2004) Tuning In: Wider Opportunities in Specialist Instrumental Tuition for Pupils in Key Stage 2. An Evaluation of Pilot Programmes in 12 Local Education Authorities. London: Ofsted.Google Scholar
ZESERSON, K. & WELCH, G. F. (2017). Policy and research endeavours. In Schmidt, P. & Colwell, R. (eds.), Policy and the Political Life of Music Education (pp. 65–84). New York: Oxford University Press.CrossRefGoogle Scholar