Leaders of The Sage Gateshead Learning and Participation programme
Contributions were made by the Sing Up Consortium and Research Group</li></li></ul><li>Why?<br />We believe in supporting children and young<br />people to lead singing, to be decision makers<br />and in the value of their idea’s and contributions. <br />Singing and creative pursuits generates enthusiasm<br />and energy in young people; this offers youth<br />leadership a special place to evolve. It offers a<br />positive environment for workers, children, and<br />young people to grow and develop.<br />
About young singing leaders in the wider context of youth leadership</li></li></ul><li>Age definitions<br /><ul><li>We define: </li></ul> <br /><ul><li>Children as aged 5 – 12
Young people as 13 – 19</li></li></ul><li>What is a Sing Up young singing leader?<br /><ul><li>A child or young person aged 5 – 19 who is leading singing with other children, young people, or adults
Young singing leaders will be guided by the Principles for Good Vocal Leadership</li></li></ul><li>Young singing leaders<br /><ul><li>Lead singing in the playground
Support other children with their singing, for example, in a choir, singing group, classroom, or out of school singing activity
Lead singing with adults</li></li></ul><li>What is good vocal leadership?<br /><ul><li>Good vocal leadership is most effective when it is:
The Youth of Today</li></li></ul><li>What do we mean by youth leadership?<br /><ul><li>Young people leading, influencing change and making a difference to their own lives and the lives of others, in all areas of society
Young people supporting the learning and personal development of their peers and younger children
Making their voices heard in school councils, in their own communities, through youth organisations and civic bodies
Expressing ideas, making choices, decisions and taking action about issues which concern them
Making positive contributions to business and enterprise
Leading their own lives, playing sport, making music, supporting peers, being effective role models</li></li></ul><li>What are the benefits of youth leadership?<br /><ul><li>Children and young people can become:
Initiate and share influences with others</li></li></ul><li><ul><li>Youth Leadership can enable children and young people to have a positive effect on their own lives and the lives of others. Creativity is a fertile environment for youth leadership and as a result, empowerment flourishes</li></li></ul><li>What has youth leadership got to do with Sing Up young singing leaders?<br /><ul><li>Young singing leadership shares some of the same benefits as youth leadership
Are being supported by teachers and other adults who have participated in Sing Up training with a focus on young singing leadership
Are in Sing Up schools</li></li></ul><li>Examples from Area Leaders<br />Young singing leadership training on a residential weekend to develop young singing leadership skills and youth leadership<br />Twilight trainings to teachers in cluster schools with young singing leaders as a focus<br />Young singing leaders used as role models to motivate staff singing<br />
Leadership<br /><ul><li>There are many different ways to describe and understand leadership. Leading in a musical context will influence how children and young people lead other parts of their lives.
We have found it useful to describe leadership falling into three categories</li></li></ul><li>1. Little l (leadership)<br /><ul><li>Supporting the learning and personal development of peers and younger children. A primary school aged child or young person might not necessarily think of themselves as a leader or take a full leadership role, for example, they might not be leading a choir but might be supporting their peer choir member with singing part of a song.
Leadership that is about children and young people making choices, and taking action, for example, year 6 children arranging themselves into a group during play time and starting to lead playgroup songs. </li></li></ul><li>2. Big L (Leadership)<br /><ul><li>Standing at the front of a group encouraging others to participate, for example, leading a choir
Making decisions, taking responsibility or actions that affect others, for example, children deciding to set up their own choir and recruit other children into it</li></li></ul><li>3. Baton passing<br /><ul><li>Often in everyday life or in a group, the person who leads and those who follow can change from moment to moment. We have found it useful to call this baton passing, it is a term children and young people understand. Sometimes one person leads a group and sometimes there is leadership fluency where other group members will help or support the leader or even take full leadership themselves for a moment. </li></li></ul><li>What are the benefits of young singing leadership?<br /><ul><li>Examples from Sing Up Area Leaders:
Improves musicianship and vocal practice “I feel more confident to lead because I feel I have more musical knowledge now. E.g. conducting and so on”
Develops confidence in children and young people “I’m a lot more confident now and it’s a lot more fun now I know what I’m doing”
Supports transition</li></li></ul><li>Young singing leading supports social and emotional learning<br /><ul><li>Building social and emotional skills and competencies which enable children and young people to be:
Be supported with a non-judgmental, empathic attitude
Have the opportunity to reflect on their learning</li></li></ul><li> What are the responsibilities of adults supporting young singing leaders?<br /><ul><li>Safeguarding and child protection
Clear communication of roles and responsibilities
Making sure the young singing leader has an appropriate level of skills, knowledge, and experience
Making sure the young singing leader is given appropriate opportunities to lead
Recognising young singing leaders success through accredited and non-accredited means</li></li></ul><li>A useful checklist of questions<br /><ul><li>It is important to take into account duty of care, safeguarding, and legislation
What policies and procedures are in place in your workplace?
Do older young leaders need a CRB disclosure to work with primary school aged children?
What boundaries and agreements need to be in place within the group?</li></li></ul><li>Skills and knowledge needed by adults<br /><ul><li>How do adults know when to stop leading, step back and support young singing leaders?
How does an adult recognise a child or young person’s interest in singing leadership, what signs do you look for?
When do you point out to a child or young person that they have moved into a leadership role?</li></li></ul><li>Conversations to have before starting a young singing leader’s project<br /><ul><li>What accredited programmes is the school already involved in? Could this actively support and celebrate young singing leadership?
How do you make young singing leadership work in Beyond the Mainstream settings?
Are there issues for transporting pupils to other schools, rehearsals, or concert venues? This might be an issue for rural schools who have to rely on the parent taxi service or disadvantaged families</li></li></ul><li>Success and continuing support<br /><ul><li>What does success look like?
How do we celebrate success with young singing leaders?
What opportunities can young singing leaders can be signposted to?</li></li></ul><li>Opportunities for accreditation <br /><ul><li>Sing Up Awards www.singup.org