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Music-making at Lexden Springs School

Music-making at Lexden Springs School


Right hello everybody so I’m Vicki Utting,
I’m a teacher at Lexden Springs School in Colchester. I teach a beautiful
class I’m the luckiest person in the world, of pupils aged 4 to 7 all with
the diagnosis of Profound and Multiple Learning Disabilities and a huge range
of needs within my eight pupils. I have children with multiple sensory
impairments, I have two girls with tracheostomies, children with very, very, very significant
health needs so it’s, full on! So my class is called Sunshine Class, this is
the sign for sunshine and also my role at Lexden Springs is Music Coordinator, which is another role I absolutely love so I oversee the music provision throughout
the whole school and as I said earlier we have Nursery placements and we also
go right up to post- 16, we have a Sixth Form which is placed in a residential
house about five minute walk from our school, and the sixth formers go there
and learn independent living skills and take part in mini enterprises and go out
into the community and have work experience so we offer a huge range of experiences
and opportunities for the pupils that that we have. So I talked a little bit
earlier about the projects that we’ve had in school as I said every time I’ve
had an email or I’ve heard about something I just say ‘yes please we’ll do
that! Yep lovely, thank you very much’ and we’ve just been really, really, really
lucky to have all these fantastic opportunities for musical experiences and
musical learning in school. I was having a think about what music looks like in a really, really broad general sense at Lexden Springs
and I thought the easiest thing would be to think about a day in my classroom
basically. So some of the initiatives that we use have come out of a direct
result from the input of the SEND music project for example Charanga which is a
totally new initiative and new thing that I’ve promoted and tried to embed
and promote in school and some things have been really, really historical things that
have been in school for many, many years and have evolved sort of as staff have
evolved and things like that. So, Sunshine Class. The first thing that we would have
as a musical experience in my class is that we use lots of music for cues for
the pupils to understand about their day. So we always have a lovely tidy up song
and as soon as the pupils hear the -oh dear, tut tut!- I’ll practice my withering, look I’m
not very good I’m too smiley! So, so we use music to cue-in the pupils so they
understand about their day so the first thing would be our tidy up song and
during the year but that’s the same song pretty much the same time every day. They hear that song and we’re looking for responses and reactions so that they
are cued into the activity they’re doing, is finishing it’s time to tidy up, and we
usually go into a circle time, a hello time. My hello time -because of the needs of my pupils- follows a very, very strict structure we do it the same way every
day even down to the order that the pupils are said hello to in, for various
reasons. We start with cueing them in to Sunshine Class with a piece of material,
same piece of material every day they feel that we have a Sunshine smell which is coconut body lotion because I feel that
the coconut gives you in mind of a sort of holiday sunshine-y
thing it ran out it ran out and I had to go into town and look completely bonkers
by going up to the body butter section, opening a coconut scent closing my eyes
because you have to pick yourself into place of your pupils, closing my eyes
having a good old smell, ‘it’s not right it’s not right’ let’s put it back, run away! Go to the next one so it’s always, so we’ve had the same – it’s true story! My husband just walks away! ‘I don’t know what she’s doing!’ We’ve had the same smell every day and then we have a hello song I wasn’t planning to sing the hello song but I feel like that
needs to be done actually, so let’s do the Vicki, so sign for Vicki is that, and we’ll see ‘Vicki’s here today’, we all clap our hands and say ‘Vicki’s here today’, and when I’m doing this with my -I will sing don’t
worry!- I’m making sure that I’m on their level, I’m making sure that there’s
eye contact going on, I’m using my facial expressions in the hope that they will
tune into my facial expressions. I try to make them happy that they’re at school
which you know isn’t always the case. so this is the tune we sing: ‘Vicki’s here
today, Vicki’s here today, we all clap our hands and say Vicki’s here today’ and
immediately will say ‘Hello Vicki’ and they will reply in whatever is
appropriate for them, some is hand over hand signing some will be a big map with
hello recorded on to it, sometimes I’m trying to encourage them
to vocalise either ‘hello’ or one of my little girls, quite
unexpectedly this year, has developed her own ‘hello’ sound. It’s not a fully-formed
word but she actually makes that and that for me is just incredible
because she does that every day now she looks at me and she’ll say
‘huuu’ and that’s my hello, so and I think that’s a really powerful thing that
Hello song it’s cueing them in, it’s cueing them in to me it’s opening up
their form of communication for that day and that’s the same way every single day.
Then we might do a quite focused and structured Charanga session so my
expectations will be that they are sitting in whatever is appropriate for
them either they’re supportive wheelchairs, supportive seating, class
chairs, we have lots of adapted chairs so for one of my little girls with very severe
autism who does the rocking which she’s actually got a chair much similar to
these but she, it balances back, so she’s free to do that in a safe way because
that helps to keep her regulated, helps to keep her calm helps to keep her
accessing what’s going on by allowing her to do it, if we restricted that she would be
seeking a way to do that, be getting frustrated and I wouldn’t have those
interactions with her. So whatever the seating looks like for
them, then we would do the structured Charanga session I do use the wonderful
Special Needs Anyone Can Play scheme is absolutely
fantastic, my pupils – which we’ll look at soon- have had- some amazing responses and progress by using that resource. When that first session would finish we would
use music again so really from the minute they’ve walked in the classroom
they’re just being exposed to music for different purposes, for different reasons. One of my little girls -who were going to look at- she’s completely visually impaired she’s, registered blind. Very, very severe autism and, really, really, really
struggles to make sense of her day, finds the world -she’s only 5- finds the world
incredibly scary, incredibly hard to make sense of and so therefore what we’re
doing is equipping her with ways to make sense. What I find particularly, well, hard
really is that all the things that you would usually use for a child with
autism -lots of visuals, lots of understanding about their day by looking
at what’s next, lots of snippets- that’s all been taken away from her, it’s just, cruel. But we’re finding other ways so we always have the same
section of music to cue her in that it’s snack time. So she’ll listen to that music, we’ll give her deep pressure countdown ‘5 4
3 2 1’ and she’ll hear that music and she’ll know it’s time to transition back to her chair ready for snack time. Probably during the day we might have a less formal soundboard session
which I talked a little bit about earlier. So is everyone familiar with the
soundboard? Would anybody appreciate a little bit more explanation about the
soundboard? They’re brilliant, I was gonna bring one with me I thought this was a
great idea, I shouldn’t say these things out loud! You should just know when to stop
talking! It’s quite big, I mean it’s probably sort of here to here and a bit
wider. Went to pick it up from my classroom, Vicki you’re getting the
train you can’t do that, you can’t bring a soundboard! So it’s basically sort of this
size, that depth, plywood, and it is a resonance board so it’s got, it’s just
raised off the floor about that much and you can use it in a huge number
of different ways. You can have a what I call a pure soundboard session which is
where it’s the children’s time, they can sit on it, they can lie on it,
they can sit around the edge, they can just listen, they can be wherever they
want. The structure would be hello song to greet all the children so you’d start
with a (TAPS RHYTHM) we always do the same hello song. (SINGING) ‘la, la la la la’ and then you go and say ‘hello John, hello John, hello John” that’s again cueing the children and this rhythm is supposed to mimic a human heartbeat, so that they’re feeling that and you
build that rhythm up and it’s just that solid beat and it regulates them, it makes
them feel calm, it brings them into the community of people who are taking part
in the session. Then there’s lots and lots of songs that we do, we do, so you
might do things for them to build their anticipation skills, so you might start
off really slow getting faste,r getting faster and you end up going ‘ooooh and stop’ and then you, and what’s really important about soundboard is to have
those moments of silence so that they can process what’s happened
and what you’re looking for is for them to start to take control of the
communication and then they start to request what songs they want either by
banging or by vocalising and then you pick up on that and it’s lovely. We also use them in sensory stories so in a story if you’ve got maybe some
animals in the story you might use it to create some different, you might have a big
bear, you might have some tiny ants so it’s a brilliant, brilliant tool, so
simple but so effective, so engaging for the pupils because, one my little girls has a hearing so she’ll lie on it and she’ll feel it all
but she’s still getting that anticipation, that stopping, starting so that’s great so that might feature in our day, I often do a sensory story and I always try and incorporate music into my sensory
stories because I find by dropping in bits of music throughout it you’re
keeping the children engaged, you’re keeping them interested in what’s going
on and you’re giving them chances to join in because they’ll get to know the
music they’ll get to know the songs, and then I do play the cello and quite often
I will incorporate that into a day. I have a choosing sack of songs, I
have a bobbin this is the one that is the most beloved of Sunshine Class -oh hello!- for Wind The Bobbin Up. We’ve got a furry spider about this big for
Incy Wincy Spider, I’ve got a little boat for R,ow, Row, Row Your Boat. Humpty Dumpty -what do you do with Humpty Dumpty? I made a little balloon and filled it with
salt, which they all try and eat. I’m like ‘No!’ Don’t eat Humpty Dumpty!” And you’ll see on the
videos by using that song, by using those really familiar songs it’s given
me lots and lots of opportunities to give them the chance to do choosing, to
take ownership, to communicate so, so much going on musically in a day in my class
that’s just a little a little taster. Any questions about that anything you’d like
to know more about for now or shall I carry on? Yes John. JOHN: Do you find, like you were saying about the different objects for different songs, did you find that really worked? I’m just thinking about using a similar thing with one pupil that I teach privately who’s non-verbal, autistic, and yeah, objects of reference for like songs so he cant start interacting and tell me what songs he wants to do. VICKI: Really good, and yeah that choosing, choosing a song that has taken some of my pupils all year to learn to do that so we’d start off
by just exposing them to them so we particularly my two with the visual
impairment we would just sing the song and let them experience that on their
bodies. Then we’d build up and if I saw that a
child was ready then you’d start to offer them a choice of two, some of my
children – and then probably not with me because I do have the youngest
learners with the most profound disabilities – eventually then you’d move
and you’d change this to symbols you change them to photos and then as they
got the school there you’re giving them the tools then to communicate they can
use photos for other things so yeah great, great place to start
but I would go with making them interested and motivating in them
before you start to ask them to give you a choice. What I found has really
worked this year is when I’m teaching my pupils is to layer up what I’m doing so
when I’ve used the really simple Nursery Rhymes that everybody loves we’ve had
the object of reference, done a brilliant thing with one of my colleagues
introduced me to story massage which is I urge anyone who’s working with
children with additional needs to look at story massage it’s a really powerful
tool basically -I mean this is like a two day training course I’m gonna say it in
about a minute!- so please don’t, I hope they don’t sue me! There’s ten different movements,
there’s a S, little fingers, a deep pressure, and you can adapt those how you
want so I’ve made up a story massage for all the nursery rhymes that we do in my
class, so for Incy Wincy Spinder, I’m going to do it on myself so we’ll go ‘Incy Wincy climbed up the water spout’ -that’s how we start with little ones- down came the
rain so that would be on on any part their body their backs, their legs
and wash the spider up which is like a brush. ‘Out came the sunshine’ -circle- ‘dried up
all the rain’ go the opposite way to ‘down came the rain’, ‘dried up all the rain and Incy Wincy Spider climbed up the spout again’ and by using that and the singing you’re
layering up their interest so that they you’ve got more chance of them engaging
with you. You’ll see in a minute how hard it is to get some of my pupils to engage
and be interested and be motivated. And then as well I add in the cello to
that so I’ve got the object of reference, we’ve got the voices, we’ve got the story
massage and the cello and those together creates sort of multi layer approach and
hopefully you’ve got them. So- oh gosh!- I’ve talked for an awfully long time. Yes story massage so really she was an older teacher she used it to do sort of
RE and things like that she was amazing she did like she did the Nativity story
but through story massage so for those pupils with PMLD and things like that
it’s exposing them to stories but in a way that they can process
and understand. I hope I’m not saying all this too quickly and I hope it’s vaguely
interesting. Right these are some information about four pupils in my class. It’s very basic the children in my class are very, very, very complex but basically
at the top there’s some barriers to learning. For example Subraya she has
little or no ability to vocalise, very little movement in her hands, arms or
legs. She’s severely visually impaired and an element of hearing loss which is
undiagnosed because it’s too hard to assess. And then here are some individual
targets, the sorts of things that I want Subraya to be doing on a daily
basis in my class. So , I’m gonna – I don’t have my mic- Thanks. If you, yeah,
if you give everybody one of those. Would you be able to give everybody one of those? Is that alright? And if you take on of those and pass them round and I’ll do this one. So don’t worry about looking at all of them it’s just when we look at
the videos it’s nice just to have a sort of context of what their difficulties
are and what we want them to be doing. These are all students in my class and
we’re gonna look at some of their work in a minute. Thank you, thanks for helping. It’s my fault for not having a belt! And while you’re reading have a think about any of those things that I’ve just talked about like the soundboard, the Charanga, the
choosing, how maybe they could be used for some of those individual targets at
the bottom for those people’s. ‘What does that mean?’ Echolalic, so she doesn’t, she has a few words but they’re not really used in context. She repeats lots of phrases that
she hears from TV programs or toys, so she loves musical toys and if they have
a little sort of ‘one, one two, one, one two’ she’ll just repeat that over and over
and over and over again, so. I’m going to look at Bethany first actually. Right so we’ll start with Bethany so
hopefully you’ve all got – I should just say I have very, very tight parental
permissions for this, it’s all fine so, and all of my guys
are in Key Stage One and they’re all none of them are , they’re working within
the old style p1 or p2 which is they’re working at very low, very ,very early
communication level. So Bethany, Bethany is a severely visually impaired, autistic
struggles to make sense of her day, spends a lot of her day in crisis very,
very upset and hurts herself quite significantly actually. So I thought it
would be nice to have -I think sometimes when you’re at a conference like this it’s really good to actually focus on the pupils and
remember who it’s about and who it’s for and why we’re all here and why we
hopefully love what we’re doing . So, I’ll start here these are pictures from
our first project with John and Pete so this is Bethany this is a hello song
there and she is feeling the vibrations from the guitar poor Pete can’t play at
all because she keeps putting her hand on it. This is a really significant for
Bethany because part of her anxiety is that she won’t hold or touch anything. She’s very motivated by musical electronic toys but that’s all. She won’t
hold an item, she won’t touch an item so the fact that she’s very calm and
happily touching this guitar is amazing, incredible. ‘After how many sessions was this?’ This was probably one
of the first or first or second session. This is the Skoog, there’s John, ta-da! She is having it and this is really great that you can see how calm she
is she’s exploring, that’s just a little
taste of the projects that were in. This is nice this video is quite early on I
can tell because she’s in our old chair. She’s in her old chair, we had to take her out that because she could escape from it,
she could undo every clasp we put her in so now she just sits in an ordinary
class chair. Thanks Bethany! So I can tell this is quite early in the year probably maybe
October, November because she’s in her old class chair before she learnt to escape and
this is the Hello song from the Charanga that we use every session, this is our
same hello song and so this is a little girl who finds school very
anxiety- inducing, gets very upset and this is just how much he she’s loving
life at the moment. (SINGING) ‘Hello Bethany it’s time to play, hello Bethany it’s time to play, hello Bethany it’s time to play, time to play some music’ ‘Hello Emily it’s time to play…’ etc. She’s still loving life there. Emily hates the iPad, don’t film me, don’t do filming! so that’s really nice that’s just showing from the off how enjoyable what a lovely resource that is to use. this is again a Charanga
choosing song so remember Bethany doesn’t like to touch anything, very hard
to communicate with, this is, so I’ve gone around all the pupils, we’re listening to
the choosing song from Charanga, they’re keyed into that it’s a familiar song I’m
going to give her two choices of instruments and I’m going to look to see
if she communicates a choice with me. So, let’s watch… That’s really nice having a little feel and a see, that was a really clear choice from Bethany she’s motivated, she knows
what she wants, she’s felt them, she’s had a little play and she’s , that is
just brilliant for her brilliant! This is, this was last week so she’s had a quite
tricky year, has made some lovely progress but has also found school quite tricky
at times, so this is a little video of I’m playing the cello,
so what Bethany likes to do is she likes to just
feel the vibrations as I’m playing it there, it helps to relax her, keep her
calm . I can only do this when there aren’t any other pupils in the room
because she finds the noises they make too stressful, it’s like her time, she’s
like ‘Shh I’m listening’ and then gets upset. So this is what she’s -and that’s
the soundboard that she’s sitting on the soundboard and then she’s feeling it
with her feet this is lovely because she’s using her whole body to explore
the instrument and feel the vibrations and then I do have a video of Bethany
listening to the cello and having a little sing. You have to listen really carefully. So here we go this, so
there -I’ll just pause that -she’s just chosen from a choice of two, the bobbin, always the bobbin! I apologise for my cello playing and the
iPad because in the classroom we’re so busy and I’m going ‘grab an iPad grab an iPad!’ and my poor teaching team are like ‘How do you open it? how do you do it?’ and you know, wobbling around it trying to get… and then she keeps touching the Cello. But it’s lovely! Here we go. It’s really nice she’s feeling it and
feeling brave enough to explore, here she goes! Can you here her singing? And now having a dance. Life’s great now! Oh so she stops so this is the next
thing that happened this is really nice so I do an extra bit on the end where we go ‘Wind it slowly’ and then I wait for and see if they anticipate, ‘wind it fast,
pull and pull until it snaps’. So I did that and that’s another little girl’s
favorite bit so this is, this is her doing this it’s really nice. It’s just
nice because she’s just she’s so involved with the song. So I just
think they’re really nice videos to show how much you can get, how much is going
on for Bethany their, how much she’s doing how much she’s communicated her, she’s choices communicated enjoyment, she’s used her voice, she’s
sung, she’s sung a whole song, she’s touched things so how powerful it
can be sometimes. I was worried I wouldn’t know what to say for
too long and I’m taking ages! These are nice actually she’s not very
tolerant of other children but here she’s chosen this and actually what she
goes on to do is to let the little boy play it for her and actually tolerate
him taking turns and that’s her having a little explore of all the music.
So that’s Bethany! Gorgeous, gorgeous girl. And next I can try and do
Gracie-Lee quickly hahaha! So Gracie-Lee, Gracie-Lee has a diagnosis of very, very
severe autism, very, very complex heart condition and a tracheostomy. When she came to school she had only ever been with Mum, had never been to any
pre-school setting, never been away from Mum at anytime and her life had evolved to the point where all she did with her day was
sit on the sofa at home with an iPad She wouldn’t touch! Was is it about children not touching anything?! She wouldn’t touch any other toys just the
iPad, no eye contact at all. She can walk but she
wouldn’t walk, she wouldn’t want her feet to be on any other surface. She wouldn’t
sit anywhere other than the sofa, she came to school the first thing I said
was ‘We’re not having that iPad in school that the iPad stays at the door and you
know she’s just gonna have to cope with that. the complication with Gracie-Lee is that if she gets too upset her hear can go into such a severe arrhythmia she can
have cardiac arrest. So there’s always that little thing , I don’t want to upset her too much! You can push her, you can push Gracie, just be aware so this is what
we were working with but through -so I’ve got a video here actually that is quite early
on, so this is Gracie here. She’s not looking, she’s just
looking at chair. Bethany loving life! Here I’m offering -this is quite
early on- I’m offering our choice of an instrument, she’s going to say ‘no thank
you I don’t want either of those things they
are both very uninteresting to me thank you, no go away just leave me alone it’s not my thing, it’s not my thing
Vicki’. So that was back in September- October. This video is from a couple of
weeks ago, so this is through the Charanga that we’ve used really regularly,
same structure, very similar songs, and in this video she is going to make a choice
of an instrument and she was going to have a little play
of them which is just such a huge contrast from the video we saw before
where she just said ‘No go away’ and if you listen very carefully -I didn’t even
know this was possible- she’s vocalising through her tracheostomy, she’s going to have a little sing. Of the song, her pitch is quite and she’s going to sing along with the song through her tracheostomy. Didn’t even know it’s possible! Again, you have to listen quite carefully.
Oh no sorry that is the incorrect one, it’s this one. Look she’s so happy! She loves it now. So there we go, have a little play, have a little touch. Oh maybe
that wasn’t her singing, where’s one of her singing? Oh so in this one I’m using
the story massage with the song so that she can, if you look I think she’s
going to give me really lovely eye contact and it’s just using all those tools to
help engage them and get them interested and motivated by what’s happening. See
look she’s really give me a lovely look, she’s gonna sing in a minute. SINGING: ‘Twinkle Twinkle Little Star’ Amazing! See that eye contact is fantastic for her. that’s all through music, that’s all through motivating her, engaging her, finding something she loves. She didn’t know she loved all that singing and that music until she came to
us and we, you know, embraced it and, how am i doing? Oh no! I’ve only got 10 minutes! How did this happen?! So that’s Gracie. The next
little girl I thought I would show you is Sabraya. Sabraya is probably the girl
in my class with the most profound physical needs, very little or had very
little movement in her arms in her hands, communicates with facial expressions and
eye movements. There’s a lovely picture because she very rarely smiles and she’s
enjoying Pete’s guitar so much that I’m gonna take that as a smile from her
which is just lovely to see. I have a couple of videos of Subraya, this is how I have
got this is how I have
got Subraya to make a choice of an instrument. So again it’s that
repetition, it’s doing the same thing every time, I normally give her very similar
instruments to choose from. So she’s processing what she can hear, she’s taking an interest with the bells, with her tongue, you see the very small tongue-movement there? That’s her ‘I’m enjoying it, I’m enjoying this’ And actually, look, now hands and jaw. So Subraya today is loving the shaker. Go back to bells just to see so that we can keep watching. Jaw not going as much, hands not going as much. Shaker out, there she goes. Very, very clear communication from Subraya there that she’s chosen
the shaker. So again music giving a child who lots of people would say
there’s no communication going on there really clear communication from Subraya
but through a motivating and enjoyable thing. So this is Subraya on a soundboard. So because Subraya
Supriya on a sound board so because Subraya has the visual
impairment and very limited mobility she’s. My cello’s actually on the end of the soundboard so she can feel the vibrations through there, and you can
tell she really enjoys it because when I play that really low like really
resonant notes really loudly her movements become more pronounced. And these arm movements there is really special. And I always stop to give them a chance
to communicate that they would like more. She’s looking for it she’s actually like
you can see she’s thinking ‘where is it, where is it?’ And then when she hears it there’s an
actual change in her whole face. I think that’s Bethany singing in the background. she’s just really doing it she’s really
relaxed she has really bad muscle spasms and is often very tense and even quite
a lot of discomfort through her body so something like that it’s really good for
her because you can see how relaxed she is and how nice and straight her body is
that’s a really important part of her day. This was last week again so this is the.. she’s going to start to vocalise
in this one which is really, really special for her I’ll just let you listen. There she goes. I feel like she’s actually vocalising along
with the music. That’s Bethany playing. I almost think she recognises there that
I’m doing something different. What I’m trying to do I’m trying to create, I’m trying to make like a musical conversation with her, like creating the tone and sound that she’s making. She’s actually telling me I think there like ‘come on, keep playing, keep playing!think their discontent keep going keep that’s Bethany drumming on the cello, don’t drum on the cello haha! Then our arms are moving it’s all lovely. Oh we might as well watch it to the end. That’s a happy face I promise! Always Find the Bobbin, it’s amazing, it’s the best song in the world! She’s just continuously processing like
different sounds and different things that she’s hearing. I’m going to stop that one, so, how long have I go? 5 minutes?
long have I got hello I got five minutes Have I got 5 minutes? I feel and it
would be cruel not to show Georgia-May because she’s so cute!
This is very early Georgia-May , this is lovely she doesn’t really know what to do she’s having a little explore.
Gracie not but this is early so Grace is struggling a bit not really enjoying it.
Georgia-May she’s giving it a good go but, you know, oh thanks Hassina. And then -oh look there’s John. That’s a nice picture isn’t it?
Where’s the lovely one. So this is through getting, again regular Charanga every week, looking at instrumental work, improving fine motor.
There we go, she’s got it now. So that’s a
sort of more practical thing about music having an impact building their fine
motor skills and allowing them to access things more independently and then that
it’s a nice picture of her they’re doing it as well. Look I stick
my tongue out and I concentrated as well! And it impacts on other things so she’s
able to now use the rolling pin independently and the cutters, it’s all
those things are building into their their whole day. This is a Charanga warm-up song which we love, shaker shaker! She’s giving it a really good go, she’s really enjoying herself! she knows she’s the star, and it’s quite, you know, it’s a little bit out of control Georgia-May, you are cute but…
know it’s not not really it’s a little So this one, this is sort of back September, October, November and then this video is quite recently. She’s got the Roly Polly going on. She’s such a rebel look at that sitting like that! So that’s amazing that’s a really huge physical achievement that’s she been able to coordinate, you can see from the early shaking and hitting. “What’s next? It’s Wibble-Wobble that’s right Georgia-May. Here we go” (SINGING) “Wibble wobble wibble wobble, side to side, Wibble wobble wibble wobble, side to side, side to side we go, side to side we go, wibble wobble side to side Not in her chair anymore because she’s escaped! “Who’s ready for shaker shaker?” (SINGING)”Shaker shaker shaker shaker up and down”. So look how nice and controlled this is look we’ve got up down, up down. yes! Yes! She got it! It’s amazing! Well done Georgia-May! Really, like, really clear improvement in her. Look at her attention and concentration she knew what
was coming next she’s done two movements, she’s listening to the instructions, she’s
done that fairly independently- she’s had little bit of help- but but you know
she’s independently she’s joining in and she would take that through the whole
sessio. She’s great and it keeps us entertained as well! So- so I’m gonna stop
waffling there hopefully that was just a nice taste of like what it all means in
action and what it actually means for these pupils, what they can achieve and you know, how much it feeds into their
lives and just the pure joy I think the thing the overriding thing is their pure
enjoyment of it all that they’re just having these opportunities, for the last
two, are there any questions? Carol :” how long do you have the class for?” Vicki: “that’s a year, that’s September to now.” Carol: “so what happens now?” Vicki: ” I don’t know I will keep some of them I reckon I’ll keep
Georgia-May I probably won’t keep Subraya she’ll go up to, another class because she’s my year 2 student, so she’ll go into like a junior type class but that’s
why my job as music coordinator so important and I can make sure all
these things are embedded throughout the school so it doesn’t just stop
because I love it and because it’s -you know- what I do so it’s great that I’ve
got that role as coordinator that I can keep that hopefully going and keep that
passion for music and keep it with a high profile in the school and sing
about it’s wonderful things. Question: “I know you use music kind of every day with cues, but how often do they have an actual music session? Is it like once a week, or? So formal Charanga sessions probably
twice a week, soundboard twice a week, song time,
choosing that sort of thing we’ll drop that in probably nearly every day
because it’s a nice thing to do just for like 20 minutes before
lunch let’s get the song sack out let’s get the cello out
and just have a…so I think throughout the week they’re having a lot of that
input and if you look at all their targets I don’t need to do formal maths,
all their targets are those early communication, choice-making
and you can hit those through all these things that they really enjoy and
so I that’s how I get away with doing it loads! I’ll stand by that! Does anybody
want to jot anything down to remind yourselves about anything that you’ve
heard today that you want to go and investigate more are you okay have you got
bits of paper and pens and stuff yeah? Has anybody anything that they, anything that they’re definitely gonna go away and
investigate I’d like to know that? Story massage? Yeah it’s really good, really good. Hannah: “For my role in the music service I just work like talking to funding bodies and about how there’s such great evidence to show how it’s had a direct impact on their lives and I’d like to be able to shout about this thing a bit more across the county. John: “It’s lovely to see for me a long term improvement, because I only did a term, and I’ve got to get to the kids as fast as I can in that time It’s really lovely to see them a year on and how you’re carrying on. And also, just there you’ve taught me something about those kids how they react and how to read them better it’s quite amazing how well you know your children and how well you can read their movements. Yeah. Fascinating!” Aaah thank you for listening to me, erm, waffle! I do feel like I’ve said a lot of stuff! Thank you! So pleased you wanted to see my beautiful children! Thank you. (CLAPPING)

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