Overcoming Barriers to Creative Teenage Group Success
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BARRIERS
Castle Walls © Bill C Martin 2009
To Group Music Success with 11-18s
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...and how to overcome
them
Berlin 1989. Photo: Gavin Andrew Stewart via Creative Commons
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Teenage groups have always been based
on:
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age
Blue Candles on Birthday Cake. Photo: Joey Gannon via Creative Commons
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abilityPhoto © Bill C Martin, Schools Prom 2009
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friendship groups
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& in music: genre/ensemble
Photo © Bill C Martin, National Festival of Music For Youth 2009
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But there’s aPROBLEM:
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In his work with teenage composing & performing groups, since 1989, music educator Bill Martin has noticed that...
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Pupils are often reticent
to engage fully with creative group tasks
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Pupils are often reticent to engage fully with creative group tasks
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HYPOTHESIS:
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In extended group work...
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...it can be too challenging, personally,
to take creative risks
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WHY?
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Able students can gain peer approval
when they perform(low social risk)
Photo: © Bill C Martin 2009
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Uncertainty in creative group work means:
Risk of losing status
Photo: Graeme Maclean via Creative Commons
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That’s why both able & less able
pupils may lack confidence to take creative risks
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The Social Risks
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are just too great
The Social Risks
Photo: © Bill C Martin 2011, Holmfirth High School, parental permission obtained
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Friendship groups? They seem safer
but...
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Many are based on similar personalities,
tastes & preferences
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Those similarities can cause
territorial rivalries & clashes
during concentrated projects
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THE CHALLENGE
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How can we minimise social/personal
obstacles to musical group success?
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MODELS FROM BUSINESS
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Including: Meredith Belbin's work on management teams
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And:Daniel Goleman's work on emotional intelligence
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Meredith Belbin’s book: 'Management Teams: Why They Succeed or
Fail'www.belbin.com
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Belbin identifies:
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Belbin identifies:9 team roles in successful
teams
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Most successful teams:
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1 team role = 1 person
Most successful teams:
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1 team role = 1 person
No roles duplicated
Most successful teams:
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Belbin's original workwas with adults.
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Belbin's original workwas with adults.
In his PRS Composer-in-Education work (1989-93) Bill first tried a light-touch version (11-18s)
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Just 5 team roles, equivalent to:
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He formed some groups using team role preferences
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In later projects he also used an emotional intelligence
audit (Goleman)
http://danielgoleman.info
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to help young people improve their
personal/social skills
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& increase personal
attainment in group work
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Together, this changed
Everything!
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Regardless of pupils' musical or academic ability...
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Regardless of pupils' musical or academic ability...
…having sole responsibility for a
team role increased confidence
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Regardless of pupils' musical or academic ability...
Pupils felt safer to contribute creative musical ideas
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More pupils felt better able to:
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More pupils felt better able to:
Take creative personal risks
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More pupils felt better able to:
Take creative personal risks
Support others' ideas without judgement
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More pupils felt better able to:
Take creative personal risks
Support others' ideas without judgement
Build rapport
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More pupils felt better able to:
Take creative personal risks
Support others' ideas without judgement
Build rapport
Take pride in own team responsibilities
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More pupils felt better able to:
Take creative personal risks
Support others' ideas without judgement
Build rapport
Take pride in own team responsibilities
Contribute musically without fear
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Academically less able pupils became more engaged
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Academically less able pupils became more engaged
More able pupils found it safer
to venture creative/risky ideas
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BILL’S REALISATION
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“I had prevented some pupils from achieving...
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“I had prevented some pupils from achieving...
when I didn't attend to non-musical obstacles
to engagement”
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THE RESPONSE? (c 2013)
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To work with schools & young people to
explore & develop ways to:
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1. Increase pupil engagement2. Raise pupils’ attainment
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…through collaborative groups
in authentic music-focussed projects
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THE RESULT?
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A partnership project between Bill C Martin &
Elsium Solutions
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A schools' project in which pupils:
Design, Curate,
& Performmusic events.
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Where music is the vehicle for a range of
learning
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Where music is the vehicle for a range of
learning(not just music)
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Where young people can develop the skills to
overcome personal barriers to success
A partnership project between Bill C Martin & Elsium Solutions
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THE STRUCTURE
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4 strands:
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4 strands:1. Musical communication
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4 strands:2. Team/interpersonal skills
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4 strands:3. Technical
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4 strands:4. Staff CPD - covering everything
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1. Musical communication
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2. Team/interpersonal skills
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3. Technical
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4. Staff CPD
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iPads are used:
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As musical instruments(alongside other instruments
& voices)
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& to create video learning diaries
& document the work
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THE GOAL
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To increase engagement &
individual success
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THE STRATEGY
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Focus on:team roles, emotional intelligence & communication skills...
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Focus on:team roles, emotional intelligence & communication skills to...
overcome barriers to full engagement
in the music & in other project teams
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Options
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1dayWeekend
3 days5 days
1 term2 terms3 terms
Shorter programmes focus more on music & iPads
Longer programmes also develop team skills &
emotional competences
CHOOSE FROM:
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Schools seeking improved pupil attainment or cultural change...
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Schools seeking improved pupil attainment or cultural change...
...should choose programmes
lasting 5 days or more