Chapter 6: Discussing the Empirical Data 2: Present and Future
6.6 Summary of Chapter 6
This chapter was based on discussion of empirical data from interviews with twenty-two practising teachers and ten NQTs. Chapter 5 discussed the significance of music in NI and the statutory 2007 music curriculum for 11-14 year-old pupils (KS 3) up to its full and continuing implementation in 2010. Chapter 6 continued to address music’s timetabling constraints at KS 3 and considered the impact of three new educational initiatives on Music as a subject in secondary and grammar schools. The initiatives included the promotion of the STEM subjects, extended choice of qualifications in the Entitlement Framework (EF) and Shared Education (DENI, 2015). The main focus of the chapter was the discussion of teachers’ views on the impact of the above educational
initiatives which appeared to challenge the ‘worthwhileness’ of music. It was decided that these would best be discussed under the broad theme of ‘Moving Forward’, consistent with the ‘to Where’ dimension of the research study. The theme included three sub-themes: (i) Constraints; (ii) School Collaboration and (iii) Teachers’ views on the future of music education. Discussion focused on the issue of constraints, such as timetabling and funding before addressing the implications of school collaboration to meet the challenges of the EF and Shared Education. Differences between the two initiatives were identified in that the EF required no cross-community activity based on religious difference while Shared Education was about providing opportunities for children from different religious and cultural backgrounds to learn together. Both initiatives sought improved educational outcomes, but how this might be evidenced, for example, in terms of qualifications or societal cohesion, was not specified. The ‘School Collaboration’ aspect of ‘Moving Forward’ was addressed under two sections, the first dealing with the outworking of the EF and the second, focusing on teachers’ views of Shared Education.
The data relating to secondary/grammar collaboration for the A level music course raised a number of issues, perhaps best described as potential unseen consequences of the EF. An important element of discussion addressed the implications of small classes in music requiring collaboration between schools and the potential impact this could have on secondary school pupils when they accessed A level music courses in grammar schools. This could include, for example, the possible mental and physical toll placed on single secondary pupils whose only hope for musical progression was to engage, in what for them could be described as an alien environment. It was also possible, as indicated by Beth’s statement, that the selective system, at age eleven, impacted adversely on pupils’ self-esteem and that the secondary school teachers compensated by providing additional support and scaffolding to aid achievement. This type of
support may not have been available to the pupil undertaking the course of study in the grammar school. Where extra help was needed by, but not necessarily given to the single secondary-school pupil in a grammar school class, the situation was unlikely to support that pupil’s self-esteem. It was particularly significant when s/he had progressed from being considered a high achiever in the home school. Also, as
suggested by the secondary school teachers, their pupils were likely to have a greater percentage of parents who could not afford to pay for instrumental tuition. The concept of school collaboration was evidenced primarily within EF activity. Although examinations were not intended to form a significant part of the interviews, they were
frequently referred to as, perhaps, the most significant outcome of the music curriculum. While timetabling and logistical problems were identified as the main obstacles for Shared Education music classes, the data evidenced positive incidences of timetabled shared classes across two secondary schools, the first in GCSE examination preparation for 14-16 year olds and the second in shared instrumental tuition for pupils in their first year at post-primary school. Music, as an extra/non-curricular cross- community activity was also spoken of in positive terms, but appeared to depend on external funding opportunities. The potential of music as a basis for Shared Education was recognised by most teachers, but it was a work in progress that had yet to establish music’s potential to bridge cultural exclusiveness. James’s Shared Education wind-band project was one significant innovation which defined a role for music that encompassed the full aim of reconciliation and improved educational outcomes referenced by
Borooah and Knox (2015).
The conversation with ten NQTs provided a further perspective on the 2007 music curriculum and educational initiatives as they recounted experiences of, and thoughts on, their teacher education year. When viewing the full breadth of the music
programme of study their comments appeared to echo those of the practising teachers. One interesting, although unexpected, outcome of the meeting was an indication of the unspoken undercurrents (religion/political identity) which tend to permeate, but are subdued, during middle-class social interaction of the two communities in NI (Ed Cairns, 2007; Odena, 2010). They appeared to surface when female members of the group expressed a number of interrupting and interrupted responses to an initial female’s mention of ‘the other side’.
The discussed initiatives carried with them the possibility of unforeseen consequences, in particular, students’ wellbeing in situations where new learning contexts were unfamiliar with the possibility of challenging self-esteem and creating alienation. Music’s potential contribution to Shared Education remained an unrecognised asset which seemed to depend on wider community funding rather than on educational initiatives. Limited timetabled allocation appeared to mitigate against Shared Education through music, although James’s wind-band project identified a possible model. The success or failure of the Shared Education was dependent on teachers’ willingness and ability to address controversial issues in their classrooms. This appeared to require courage and focused training. The lack of relevant training and support to fill the gap left by the Education and Library Boards was significant, especially for those
one-teacher departments who felt isolated. Lack of opportunities for ongoing
professional development was also likely to have an impact on the work of the NQTs, not only in their induction into the profession, but as they progressed in their careers, a challenge recognised earlier by Welch et al. (2011).
The next chapter concludes the thesis by revisiting the original questions of the study. It will set out responses to the questions and address implications which have arisen during the progress of the research. It will also identify opportunities for further educational development and research in NI and other post-conflict contexts, and provide a personal response to the challenge of the study.