Bridget’s Blog: ‘Don’t double up, partner up!’

Last week saw two firsts for Music Mark: our first conference in Wales and the first gathering to specifically celebrate the work of the UK’s Higher Education institutions as they support progression into and out of their music departments.

It was a positive and proactive day, which included lots of inspiring and thought-provoking presentations on research and practical activities which are happening across the United Kingdom. There were 25 speakers from 14 different institutions who demonstrated the passion and drive within the sector, and a real hunger to connect both with pre-tertiary education and the industry.

At the heart of the day was the topic of outreach – reaching out into the community and schools where the institution is based and how that outreach can support both the participants and the students and teaching staff within the music faculty. There was discussion about why music can be such a tool for connection, and the skills it can develop, including resilience, creativity and adaptability. Central to these outreach activities was the recognition of the importance of experiential opportunities which inspire the next generation, whether they pursue a career in music or foster a love of it. This is achieved through effective partnerships and the panel discussion I was involved in just before lunch gave me a great phrase I will use again and again as I continue to promote the value of collaborative partnerships – ‘don’t double up, partner up’! By finding out what is already going on in the school or community setting that you plan to ‘outreach’ you can ensure you partner with existing successful provision to connect the dots for participants to service a need and provide sustainable projects and programmes with a legacy. In England, that might mean connecting to the Music Hub covering the area; in the other nations, talking to the Music Service is likely to help identify the local provision with which to connect.

Another topic of discussion was around the diversity of pathways to tertiary education, such as brass bands, church music or film music. Speakers emphasised the importance of celebrating that diversity whilst considering how to manage the tensions that might arise when teaching cohorts with such different learning and experience as they start their courses. Helping staff to navigate this tension is one of the tasks I took away for Music Mark to consider as it continues to develop its programme of support for the sector, although we were delighted to be able to announce that a Guide to Outreach will soon be published with advice on what pre-tertiary musical learning currently looks like – something many agreed was needed across HE/FE.

And talking of publications, as part of the conference, Music Mark was joined on stage by the Musicians’ Union to launch the new Advocating for University Music Toolkit, recognising the importance of advocacy within a precarious sector. We heard so many great examples of work which has the potential to transform the sector, be it looking at how to support those studying a PGCE in secondary education, new approaches to support primary learners or how to welcome students to higher education who have learnt and developed their instrumental skills in non-formal ways. But how do we ensure that this great work is known, celebrated and valued within the institution? With chapters on using data, being advocates and considering how a music faculty can shout about how it supports both students and the wider university, it is hoped that this resource will provide some useful food for thought for all those working in tertiary education. The knowledge and skills within our HE workforce are amazing, but telling that story, shouting about the great work that they do, is perhaps something we could be doing better.

This new toolkit was developed in recognition that music at the tertiary level, and indeed the pathways into it, are at risk. We hope that it will help support colleagues in fighting for their place within the institution in which they work. What the conference truly demonstrated to me was that post-18 music education is in good hands! It was clear the workforce is open to new ideas, new partnerships and is already developing new ways in which to engage with children and young people as they consider higher and further education, as well as ensuring it is preparing its graduates for the industry as it continues to grow.