NOTES FROM TRADITIONAL MUSIC NON-FORMAL EDUCATION
MEETING
27 JUNE, 2011, AT THE FRENCH INSTITUTE, EDINBURGH
Fiona Allen (Fèis Fhiort)
Heather Cattanach (freelance)
Fiona Dalgetty (Fèis Rois)
David Francis (Traditional Music Forum)
Iain Fraser (freelance)
Irene Fraser (Inverness Trad Mus Project)
Ros Gasson (SMG, Edinburgh)
Michelle Kelly (Clarsach Society)
Margo MacLennan (Inverness Trad
Lorna McLaren (Aberdeenshire Council)
Music Project)
Isobel Mieras (Clarsach Society)
Jo Miller (Riverside Music Group, Stirling)
Anna-Wendy Stevenson (Lews Castle
College, Benbecula)
Stuart Thomas (Creative Scotland)
The meeting began with a consideration of how we’d like to see traditional
music in Scotland. There was a consensus that we wanted to see traditional
music recognised as an integral part of Scottish culture, and that nonformal education organisations were a key strategic element in making this
happen, since they make opportunities to learn traditional music skills
available in all areas of Scotland.
The key elements in offering these opportunities are learners, teaching
musicians and the enabling organisations that bring the first two together.
The group then considered the qualities and values that inform (or should)
inform non-formal traditional music education.
conviviality
fun
inclusiveness
generosity
passion
creativity
but also
respect for experience
pride in the culture and the work
artistic ambition
focus and structure
We wanted the work of traditional music education to:

honour the value of a sense of place, connectivity, spiritual
nourishment, lifelong learning, cultural legacy and tradition

contribute to the making of community, positive identities and
personal development

contribute to the encouragement of self-esteem, skill, selfdiscipline and listening skills
We felt that it was possible for not only the enabling organisations, but whole
communities to take part in providing learning.
How can enabling organisations be supported in their communities, by the
traditional music community and by the Traditional Music Forum?
by

promoting
networking and partnerships
information sharing and signposting

providing fund-raising expertise

advocating for affordable teaching spaces

advising on structural, administrative and governance questions
How can learners be supported by enabling organisations, in their
communities, by the traditional music community and by the Traditional Music
Forum?
by

making resources available

ensuring the quality of teaching and the learning environment

making opportunities for learners to play together

making opportunities for learners to perform

encouraging active, responsible learning

being flexible and responsive to learners’ needs

promoting reflection through listening and discussion
How can teaching musicians be supported by enabling organisations, by the
traditional music community, and by the Traditional Music Forum
by

providing quality training and opportunities for continuing
professional development

considering a formal, tailored qualification covering traditional
music, teaching beginners and teaching large groups

making opportunities for peer-to-peer sharing (e.g. at festivals
and events)
Practical projects proposed:

an information sharing network for enabling organisations (or
Traditional Music Non-Formal organisations – TMNFs)

a shadowing scheme (including shadowing in formal education)

better signposting of existing training opportunities (e.g. through the
MU, Scottish Association for Music Education)

an audit of the number of traditional musicians who are also teaching
musicians