Thoughts on music mentoring
PREPERATION
Identify with the teacher where a child may be struggling with their learning. What
behaviors are effecting the young person’s ability to learn? Where is support needed?
Finding a common language. Agree on a model of assessment for prioritizing learning
needs. This may be a Cymaz Music assessment form, the Boxel assessment tool or one
that is in place at the school.
Agree on some learning goals and look at how making music and the mentoring process
may help to address a specific learning need.
Making music together can highlight where a child is struggling with their learning and
their personal and social skills. Behavior and feelings are not addressed in isolation but as
part of the music mentoring process. Music can help
The How, why, what?
Music mentoring aims to help learning through providing a scaffold to address a need,
behavior or personal goal. The learning processes, making music and the mentoring
approach are intrinsically linked. In a one to one mentoring session it is possible to see
where progression may be difficult and so we can potentially set a goal to address this
through talking, noticing and reflecting and applying the changes we want to make
through our music practice. Behavior is not seen in isolation but is addressed alongside
learning and through music making.
A collective approach. Agree to reconvene at regular intervals with a view to creating and
sharing a useful language to support the young person’s self awareness and the choices
that they make.
THE FIRST MEETING
Child sets personal goals.
-Making and teaching music can sometimes show us where a child struggles with their
learning. The mentor is interested in finding out what the student enjoys, how they want
to be and what their learning style is through a child centered and child led approach. The
mentor works in consultation with the child, the teacher and sometimes the parent in
setting personal goals that help develop good habits in relation to learning. Working in
this way enables a collective approach where a common language can be used by all to
effect positive change.
The music mentoring approach seeks to gain trust and empower the child with tools that
can be used for life long learning. The special role of the music mentor is about
experiential learning and is nearly always child led.
Some different questionsWhat does the child notice about their learning?
What does the teacher notice about the child’s learning?
Where do they feel they are getting stuck?
What would the child like more of/enjoy in the class?
What would the teacher like to see more of in class?
What makes good learning happen? It all starts with a smile. (Maddy aged 7)
How does music and creativity make a difference to learning and to well being?
Explore types of learning
Do they respond well to verbal instructions, written or pictures?
Do they like to use movement to help them learn or song and music?
How about touching and exploring and using all of the senses to find out about
something?
THE PROCESS
Present a learning and music journal that can be kept as a record for both learner and
mentor-a diary that can be kept at the school.
Mentor may want to explore what the learning style of the child might be.
Self-awareness, noticing behavior, reflecting back and making choices.
-Through a gentle approach the mentor helps the child to develop self awareness through
noticing how they are and reflecting this back to the child.
“I’ve notice that you….so for example I am noticing that you are finding it difficult to
start your work. I can see that you are having trouble concentrating. Can you notice that
with me. Is there a different way we can find to begin?
Look at the choices you are making. Is this the right choice?
Feedback and self reflection. What they liked the best, what they learnt, how might they
take back their learning into the classroom. What positive choices or progression did they
make? What did you notice? What did the child notice?
“ I noticed that you became very tense when you tried out bowing your notes on the
violin. Why do you think this is happening?” The child may feel he’s scared to get it
wrong for example. And so the response might be; “ It’s ok to get it wrong because
that’s one of the ways in which we learn. Shall we try to bow the notes in a carefree and
happy way and not worry about right or wrong?”
MID WAY REVIEW
Behavior and needs may become more apparent
Readdress goals, do they need to change?
REVIEW
How has music helped me with my life?
How can I keep music in my life?
What have I learnt about myself?
The teacher and perhaps child need to know why and how the music and the mentoring
process may make a difference to their learning needs and to well being for the approach
to be sustainable after the mentor has gone. The mentoring approach aims to help the
child express themselves more freely and aims, through working together and alongside
the child to understand what their learning need may be so that the child is also aware of
how they need to change learning habits. For example- after the mentoring process what
may be noticed or what the unsaid need is I need to feel a valued member of the
classroom. I need to feel that the teacher values my contribution. I need to value myself.
I don’t feel valued. How can I be shown that am I valued?
Celebrating and understanding my individual and different learning.
Creativity
A certificate or written document that gives feedback on progression and what was
noticed and discovered through the creative process. Tips that remind the mentee of the
ways in which they can help themselves in their relationship with the world, their music
and their learning.
Planning an ending
Sharing journal with teacher if appropriate
Follow up
Signposting
What would the child like to see more of in class?
How can teacher and child share their learning with the class?
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