Learners' experience and perceptions of informal learning in Key Stage 3 music: a collective case study, exploring the implementation of Musical Futures in three secondary schools in Wales

Abstract

In Wales, one of the seven core aims of the Welsh Government is the importance of allowing the voices of young people to be heard. This investigation placed pupil voice at its centre, exploring the impact of Musical Futures during the 2011–2012 pilot in three schools in Wales. Semi-structured interviews with focus groups of six to eight Key Stage 3 (KS3) learners provided evidence specific to each educational context, insight into learners' views regarding the approach and explored: their learning preferences and reflections on the outcomes; the extent to which they directed their own learning; and the skills they acquired and/or developed. A thematic analysis of the interviews illustrated how the implementation of Musical Futures can vary from school to school. The findings indicated that a less formal environment engaged and motivated KS3 learners and provided a platform for developing both musical and extra-musical skills.

Keywords:

• pupil voice
• Musical Futures
• secondary
• learner engagement
• informal

Acknowledgements

We would like to thank the learners who participated in this study for their time and willingness to discuss their experiences and share their views. We would also like to thank the music teachers and head teachers from participating schools for their help in coordinating focus group interviews. Finally, we are grateful for the continued support of the Musical Futures UK Team, The Paul Hamlyn Foundation and staff at Cardiff Metropolitan University.

Notes on contributors

Siân Evans is a Ph.D. student at Cardiff Metropolitan University, exploring how young people (aged 11–14) compose music. Alongside her studies, she teaches on the BA Secondary Music ITET Programme at Cardiff Metropolitan University, works as the Project Officer for Musical Futures Wales and is a Postgraduate Intern Coordinator. She has worked as a performer, composer, orchestra administrator and secondary school music teacher and is currently involved in the Centre for Applied Research in Inclusive Arts & Design (CARIAD), composing an ensemble piece to represent the research and values within this multidisciplinary group of researchers.

Gary Beauchamp is an Associate Dean (Research) and Professor of Education in the School of Education at Cardiff Metropolitan University. After many years working as a primary schoolteacher, Professor Beauchamp moved into higher education where he has led undergraduate and postgraduate courses in education. His research interests currently focus on ICT in education, particularly the use of interactive technologies in learning and teaching. He has published widely in academic journals, as well as books, book chapters and research reports.

Vivienne John leads the PGCE and BA Secondary Music ITET Programmes at Cardiff Metropolitan University, having taught for 15 years in the secondary music sector in Greater London and south Wales. As National Coordinator for Musical Futures in Wales, her current area of interest is in exploring the viability of informal and non-formal learning pedagogies in the welsh curriculum and supporting the growing number of both English- and Welsh-language schools which are choosing to adopt the approaches after a successful pilot in 2011–2012. She is also an ‘A’ Level examiner for the Welsh Joint Education Committee. She is a committed and active orchestral flautist and plays in a range of ensembles in and around south Wales.