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SOUNDING OUT – THE TOOLKIT FOR MUSIC PRACTITIONERS WORKING WITH DEAF STUDENTS

We’re really proud to share with you the Sounding Out Toolkit – a FREE resource for music practitioners and teachers working with deaf children written by our teacher Tiziana Pozzo and Katie Mason.
It has been designed following a 3 years Creative Futures project called ‘Sounding Out’.

Creative Futures has now completed its three year Youth Music ‘Fund B’ project with primary and secondary deaf children, called ‘Sounding Out’. 3 schools (2 specialist secondaries and one mainstream primary with a deaf unit) were involved in the project, receiving in total more than 200 workshops. 16 music leaders were involved in delivery and our partners included Music and the Deaf, local Music Education Hubs, and researchers from UCL.​

“Our data suggest that the Sounding Out programme has been a success musically, with clear evidence of virtually all pupils achieving more advanced musical behaviours as their academic year progressed. This is very commendable and provides a solid evidential foundation from which to argue that all deaf pupils should have access to appropriate music education provision, whether in Primary or Secondary schools to support learning in and through music.”

Professor Graham Welch & Dr Jo Saunders, UCL Institute of Education, 2018

At the end of ‘Sounding Out’ our music delivery team met to reflect and share ideas on the overall success of the project. The collective decision was made to document our findings and share our research through a toolkit which is freely available to teachers and music practitioners looking to work with deaf students. One of the key elements for us was that the toolkit illustrates what we noticed as being the main differences between making music with deaf children, compared to hearing children.

We highlighted specific moments that occurred during the sessions which changed our perspectives as practitioners and which became the foundations on which we built the activities employed during the course of the project. For example, we observed that the children were very visual based learners and so we created musical games based on clear visual cues that all the children could follow (see previous related article in this blog).

The toolkit consists of two sections, a theoretical guide and a practical section with activities accompanied by videos. The theoretical guide is intended to help teachers in areas such as communication, working environment and examples of potential difficulties that can arise during sessions.

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It also highlights two key areas of learning (inclusion and the relationship between music and movement) that underpin the activities. The practical section includes step-by-step guides to creating activities such as warm-ups, musical games aimed at improving musical skills, and main activities.

The video examples support the practical elements and provide visual based learning information.

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The process of writing this toolkit has been a fantastic opportunity for us to go deeper into our way of teaching and has allowed us to shape and improve our methodology and approach. To have a framework that better informs our learning and decision-making will give us a platform to provide better musical education opportunities for deaf children in the future, and we hope will encourage other music practitioners and school teachers to embed more music in their teaching of deaf children.

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Example of warm-up activity

The toolkit has been written by Tiziana Pozzo (leader of the weekly sessions) and Dr Kathryn Mason (UCL), thus giving the Toolkit input from two different perspectives: leader and researcher. Both were present at the sessions, allowing them to observe the children from different perspectives as well as monitoring their changes and development over the course of the project. This led to a continuous discussion about the musical approach and gave the delivery team greater flexibility when trying out different methodologies. This regular insight helped provide the foundations on which this toolkit is based.

The Toolkit can be found on the Creative Futures website here:

https://www.creativefuturesuk.com/resources

FIRST STEPS IN MUSIC – LISTENING. A FREE 5-day course online

Gordon UK – Music Research Institute is launching its first project!

FIRST STEPS IN MUSIC – LISTENING is a FREE 5-day course online that will help you to create a musical listening path with your students.

In the last weeks, we have worked hard to prepare this training opportunity and we hope you’ll find it interesting!

You will find many tips on how to create a good environment for listening, and insights on the role of silence and movement in children’s musical learning. At the end of the 5th day, there will also be a special gift for you.

This offer is exclusively for subscribers to our newsletter. So, if you don’t want to miss out, subscribe to the link below👇🏻 Check your inbox (or junk mail) to start the course 📨

LEARN MORE

SEN family supported by Arsenal Foundation

If you live around the Arsenal Stadium in and your child has specials needs you don’t want to miss this opportunity! Music therapy should soon as well!

Few spaces left on the next PEPTalk group sessions running in January-February. They are lead by a therapist called Louisa who is an advanced sensory integration therapist and Occupational Therapist.

The sessions will focus on sensory integration and be held in the specialist sensory room at The Arsenal Stadium in Islington. The sessions will provide you with practical advice and activities to support the development of your child’s sensory integration which can impact upon the development of a range of different skills including attention, communication, social interactions and daily living skills.

The 5 session block costs £50. For children new to the group sessions, an initial online consultation fee will apply. There will be no fee for children who have already engaged in PEPTalk sessions.

For children living in Islington, Camden and Hackney the initial consultation is paid for by the Arsenal Foundation.

Please contact highburyparkmusic@gmail.com if you are interested in finding out the dates and times of the sessions.

A new paper from Music and Cognition

Our new paper is out today, investigating the impact of a musical intervention on preschool children’s executive function!

Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology.

Thanks to Creative Futures and my colleagues Alice Bowmer and Katie Mason for this first step together!

https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02389/full

NEW MUSIC FOR CHILDREN

Stay tuned! Next week on iTunes!

We’re so excited to present the song ‘LET’S HAVE FUN!’ from our forthcoming debut EP First Steps in music – Pam Pam.

It is the third of four songs released in time for Xmas by Highbury Park Music.

The Pam Pam Songs are written following the Gordon’s Music Learning Theory (MLT), to help the musical development of children.

It’s the perfect gift for Xmas 2018 🎄Stay tuned! Next week on iTunes!

PAM PAM XMAS CONCERT – meet the artists

📌 Today we present the musicians of the PAM PAM CHRISTMAS CONCERT!

15th of December – 4.00pm at Christ Church Highbury 

Book your tickets for our Christmas Concert at https://highburyparkmusic.com/2018/11/26/pam-pam-christmas-concert/w

STEFANO PADOAN graduated in piano in Venice, in chamber music in Rome and he completed his master degree in chamber music in Venice. He’s been teaching piano and music, directing choirs and small ensembles for over two decades. He’s also specialised on the Gordon’s Music Learning Theory. In 2014 he started working full time in Highgate as a piano teacher.
P.s. He’s also a wonderful photographer!
TIZIANA POZZO is really passionate about music education and therapy and after her piano degree at the Venice conservatoire, she decided to specialise in early years music and music therapist.
For years she collaborated with educational institutions (from nurseries to universities) on music and music therapy projects in Italy, Spain and the UK. Since 2013 she has held workshops and courses on body percussion and circle singing for teachers and educators. In 2016 she starts the collaboration with Creative Futures and the University College London for various research projects and in 2018 she co-founded Highbury Park Music!
VALERIA POZZO is an enthusiastic music teacher, violinist and singer. She was classically trained at the Venice Conservatoire. She has been playing the violin professionally since a young age and has had an intensive career performing with several orchestras in Italy. She has been collaborating with many different artists and played in some of the most prestigious venues and festival. 
JOE STEEL is a composer, saxophonist and workshop leader who studied at the Guildhall School of Music and Drama and The University of York. He performs regularly with his duo of saxophone and handpan, Boubakiki, and co-leads a number of music groups for refugees and asylum seekers. As a composer, his music has been performed in leading venues and broadcast on national radio. 
SAMUEL WEST is an amazing singer and guitarist, co-founder of Highbury Park Music.
He played on some of the biggest stages in the UK and abroad. In 2017 he started collaborating in “Sounding Out” with ‘Creative Future’ as a music educator for a research about music and deafness in childhood. He also carried out sessions in the field of therapy with people with Senile Dementia, Parkinsons and Alzheimers.