Product Code: TS-LSMterm

Life Skills Music – One Term

£1,100.00 exc VAT

  • Stock: 20

Life Skills Music is Drums for Schools’ collaborative approach to Whole Class Ensemble Teaching (WCET) and it’s up to three times more cost-effective than traditional delivery. Children and class teachers love the approach and make rapid progress, achieving performance level in just one term. Life Skills Music includes pupils of every ability and background and brings musical, Life Skills and other benefits to pupils, teachers, school and community and it can be funded by your local Music Hub as part of their Core responsibility for WCET. This product is for the One Term programme.

Life Skills Music aims to;

  • Enable EVERY pupil to learn an instrument and be involved in regular ensemble playing, year on year.
  • Help develop ALL pupils’ Life Skills as well as their musicianship and music knowledge.
  • Empower class teachers and and develop their skills.
  • Give schools ownership of their music education and to make them progressively more self-sufficient in its provision.
  • Promote extra-curricular clubs and community involvement.
  • Provide a framework within which schools can excel at music.

Life Skills Music is;

  • A collaborative, hands-on, ‘learning by playing’ approach.
  • Tried and tested for many years in all types of school all over the world
  • Cost-effective because less time is spent learning technique and more time is spent playing as a group.
  • Cost-effective also because transfer of skills to in-house teachers means less is being spent on expensive external experts.
  • To download a copy of the ‘Workshops and CPD Content’, click here.
  • To download a copy of ‘Life Skills Music – Overview’, click here.
  • To download a copy of ‘Life Skills Music – Detailed Overview’ , click here.

Product Information

What's included

How Life Skills Music is Different;

  • Only the most accessible instruments: Technically simple instruments mean that a class of children can learn to make a good sound in just one lesson and that they can achieve basic mastery and reach performance level in just one term. It also means that Class teachers and non-musicians can quickly get up to speed.
  • Only inclusive and accessible styles of music: Inclusive, accessible styles (Steel Pans, Brazilian Samba, African Drumming, Indonesian Gamelan, World Percussion) are the ones that children want to play and which they enjoy playing. These styles also have naturally differentiated parts – simple through to challenging – and so cater for all abilities. And the simple grid-based notation system means that no-one needs to be able to ‘read music’.
  • A collaborative approach: The collaborative, ‘learning by playing’ approach is intensely practical and involves class and teacher working and learning together as a group. This can be a new and invigorating experience for both pupils and teacher and it particularly helps to involve pupils who feel excluded by traditional teaching methods.
  • Creativity first: Improvisation and performance are integral to the approach, which develops all the key musicianship skills and then encourages their expression in in-school and community performances.
  • Life Skills Development: Regular group ensemble playing develops a wide range of social, emotional, intellectual and physical skills and it all happens naturally and painlessly as a by-product of the playing.
  • Self-sufficiency: The top quality teaching support means that class teachers rapidly acquire the expertise needed to successfully lead their class, with the result that participating schools quickly become self-sufficient in delivery and only need occasional external support.
  • Rapid results: Classes will be able to make a good sound after just one lesson and reach performance level after one term. After a year classes they will be able to perform in the community in up to 3 different styles (e.g. African Drumming, Brazilian Samba and Indonesian Gamelan) and all pupils will have developed their musical and life skills.
  • Progression: There is sufficient range of repertoire to allow pupils and classes to progress technically and musically within any style over several years. Progression can also be from one style to another, for example, starting with World Percussion and progressing to African Drumming. Progression can also be to classical music and orchestral playing as Life Skills Music develops musicianship and ensemble skills, which are exactly those needed in the classical world.
  • Low cost: Roughly one third the cost of traditional ‘classical’ WCET, due to lower instrument costs, lower expert teaching costs and more time spent productively in lessons (lower set-up times, less time spent on technique). This means that three times as many children can be involved for the same cost and this in turn can make it possible for children to make year-on-year progress, rather than learn for a term or year and then stop.
  • Whole School Impact: To maximise whole school impact and to become a ‘Musical School’, the crucial thing is to allow children to carry on their playing, year on year. This continuity allows the fuller development of Life Skills, of advanced musical skills and the building of school and after-school groups. The benefits of life skills development will be seen across and outside of the curriculum and the musical progress will result in improved school morale and better community links, including potential links with local schools, not to mention a potential impact with OFSTED.
  • OVERALL: A much bigger, long term educational impact for a significantly lower cost.

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