Being forced by the situation to explore new ways of working can be a positive – it can allow ways to reach people who have felt excluded and create new communities. Photo: Shutterstock
In April, one month into lockdown, the Think22 team at Drake Music wanted to get the music education community together to brainstorm, share and encourage one another as we began delivering online music education. It was an unknown territory for many and there was a need to think creatively, adapt and listen.
The 76 attendees split into three groups and discussed “Your ideas of what we need to do to create an accessible and inclusive online music education experience (and how)?”
Many tangible suggestions came out of the session which are hugely relevant to music leaders and their practice at present. We hope that here you will be able to find some solutions to the challenges you have come across in teaching or music leading online, as well as finding some tips to make inclusion a central part of your practice. Read the full document on the Drake Music blog.
Remember that pace and space are important
A running discussion point was the current pressure on music educators to come up with instant solutions and create content. As one participant said “Less is more. Looking after yourself is a big part of offering what you can for other people. Being honest. If we’re tired, we can remember that it’s the same for the people we’re working with.”
So before going into practical tips, an important aspect of inclusion is to remember pace and space. Don’t rush into coming up with new practices. Find ways to work at a pace which is comfortable for everyone and ensure no one is left behind. Get feedback and make adjustments.
The participants stressed the need to make time to gather info and resources and to have a reflective approach. When creating your new practices we recommend to keep in mind our 4 principles of Inclusion “Belonging, Understanding, Contributing and Valuing”. These can act as a key underpinning aspect to your practice.
Needing to explore new ways of working can be a positive
Also highlighted was the opportunity that the current situation is bringing – “Being forced by the situation to explore new ways of working can be a positive – it can allow ways to reach people who have felt excluded and create new communities – for example people with mental health issues who feel isolated.” We look at inclusion as an exciting opportunity to do rich, meaningful and creative work and inclusion during the Coronavirus is no different.
As well as being a challenge, it is also an opportunity to create a new way of doing things, which can be more accessible to everyone. Working remotely can allow more people to participate and engage, as long as access is considered from the start.
A key point here is to ensure Disabled people are part of the conversation, whether as a participant in a music session, an advisor on access, as an artist or a colleague. Remember that many Disabled people will be continuing to shield for some time, so providing accessible ways to work, connect and make music together remotely is essential.
Highlights from the conversation with colleagues across the sector
The conversation we held with our colleagues across the sector was rich and inspiring. Here are some of the outcomes of that discussion:
Online interaction
It was noted how the two-dimensional aspect of online sessions can be exhausting for all involved, because you are unable to feed off others energy. Some tips for this were:
- Communicate well before the session
- Remember this is a steep learning curve for everyone involved – that’s tiring
- Ask how people want to participate
- Check in regularly with one another
- If we feel tired, it’s probably the same for the other person
- Keeping to smaller groups to help YP feel more secure and comfortable in interacting – this also helps to keep the social interaction aspect of music making which can be lost through online sessions
- Evaluate whether contact time needs to be reduced, time feels different in the virtual world
The use of technology and the challenges that come with that
Amongst the practical points on accessibility and safeguarding, educators shared what they have learned about using new software and musical collaboration tools.
- The latency issue and how it affects the ability to do group music making – explore different software, such as Jamkazam, Bandlab
- Bear in mind not all people have access to technology or space to make music. Can you offer mixed resources/ways to connect offline – a CD, postcard, activity book?
- Use blended learning – online mixed with other activities, mix up ‘live’ with video
- When sharing or creating resources – make them short and to the point
- Be prepared that not all organisations will allow the use of Zoom – test and be aware of other video conferencing platforms
- Bespoke situations require bespoke solutions – use ideas such as all recording sound contributions separately and mixing them to create a track
Involving participants in changes to practice
Being accessible means you have to listen and value the contributions of all involved.
- What questions do we need to ask of YP that we work with? How we get feedback on their preferred approach – we don’t know the answer to that question.
- Be aware of barriers and understanding of obstacles
- Think about how you can get young people’s feedback on the sessions
- Include parents and carers in the conversation and possibly in the music-making session
- Be open to adjustments
A great note to end on is that everyone is allowed to make mistakes, and mistakes provide the opportunity to learn!
Next steps in staying connected
There was a sense amongst the whole group that there is a real benefit to staying connected and sharing learning on the topic. If you are an inclusive music leader or teacher, we encourage you to join our Facebook group and chat to your peers.
Keep an eye on our socials for an announcement on another webinar soon!
We have since produced more practical tips on accessibility you can find them on the Drake Music website: