The Royal College of Music's Master of Education spring term started with one-to-one tutorials and a group seminar in January. We received formative feedback on our first assignments (a comparative literature review on journal articles covering topics of our own choice) and advice on how to move the assignment forward for summative assessment in September.
During the group seminar we discussed our top take away from our reading and research so far. We noted a shift in our approach when reading articles; moving away from a willingness to accept what had been written as truth towards a more critical and reflective approach. It can seem a little bold – as students – to challenge the published views of experts. However, the advice of the course leader, Jennie Henley, was clear and empowering: ‘You must be bold. You need to question what you've read, reflect on what you have learned and apply it to your own practice’.
We met again in early April for our second study block, where we delved deeper into the ‘Research in Practice’ and ‘Ideas in Music Education’ modules led by Henley, Dave Camlin and Jessica Pitt, as well as a visit from Birmingham City University's Martin Fautley. After a challenging and thought-provoking four days some of the students shared their thoughts on which module has had the greatest impact on their practice so far:
Anna
Since starting the MEd course back in October, I have begun to notice how elements of both the ‘Ideas in Education’ and ‘Researching Practice’ modules are starting to reshape my thinking in relation to my classroom music practice. The ‘Inclusive Pedagogical Approach in Action’ framework has provided me with a tool to evaluate just how inclusive my music lessons are, as well as problematising inclusivity in skills-based activities, such as learning to play an instrument in a whole class setting. However, my literature search into the topic of children's interactions with (physical) space in the ‘Researching Practice’ module has been utterly fascinating and I am really excited about researching this further in my ‘Action Research Project’.
Faraz
The study involved in ‘UK Music Education in International Context’ has been so interesting because I have been teaching for over a third of my life in a completely different context in Iran. In this module, I had the chance to visit various educational settings in and – hopefully in this term – out of London and I came to know great musicians and participate in fantastic projects as well. It is causing me to question my previous perceptions about teaching and simultaneously rebuilding new pathways to my career. This challenge is just amazing and I am really learning to look back to my own practice critically.
Hannah
I decided to take the three-year part-time option so this year I am only participating in two modules: ‘Ideas in Education’ and ‘Researching Practice’. I would say that the former module has had the most direct impact on my practice – reading around topics such as inclusion, social justice and various educational philosophies has enabled me to really unpick some of the key issues surrounding my work as a music educator and I have to say I feel less alone having had these kinds of discussions in the group! I can clearly see where the limitations and possibilities lie in my current situation and it has given me back some confidence to teach what I believe in, while navigating tricky workplace environments.
Liz
The ‘Personal Portfolio’ module has involved recording a selection of professional development workshops I have delivered, reviewing them with my mentor and then reflecting on my teaching to identify strengths and areas for development. I've also had the opportunity to observe my mentor teaching, and to discuss teaching with peers. This process has been invaluable in examining my style of delivery, developing specialist subject knowledge and considering how to engage with participants to ensure positive and measurable learning outcomes. Inevitably, this module does not stand in isolation and my development has been heavily influenced by learning and reading from other modules, particularly with respect to educational theories and inclusion.
Natalie
The ‘Ideas in Education’ module has been fascinating, I have particularly enjoyed exploring inclusive pedagogy and what that means to me as a music teacher within offender learning. It resonates with me that true inclusivity isn't about allowing the excluded in, but instead celebrating the diversity that exists within everyone. Treating learners equally and recognizing that every learner has the capacity to achieve is a necessary part of teaching within prison, where many learners may have experienced exclusion from education in the past. The rationale for inclusive pedagogy that we were asked to write helped me more than ever to understand my role as a teacher.
Philip
The various modules being undertaken as part of this course have been very thought provoking and have provided me with enough backing to substantiate my understanding of music education. In particular, ‘Ideas in Education’ has been very beneficial for my understanding of concepts such as inclusion and social justice. The ‘Research in Practice’ module was also very informative in the way tools such as observations, interviews, and diaries can shape my research within music education. The development of a personal portfolio has also been extremely enlightening as I've had the chance to receive regular feedback from an expert practitioner from my area of instrumental teaching. While highlighting the main areas where I can try to improve as a teacher, my work with my mentor is extremely fruitful as I also get to talk in detail about exercises and methods my mentor has perfected over his substantial teaching career.
There is much to do over the next few months as we continue to research, complete and refine our assignments, develop our personal portfolios and define our action research proposals. We will come together in July for our final study block as a group and I will be writing up that experience in the new academic year.
