Sing Up Young Singing Leaders How To Guide


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Dawn Williams' presentation from the Main Hangar at Sing Up Manchester, January 21st 2010, demonstrating the consultation process behind the Sing Up "How To' guide

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Sing Up Young Singing Leaders How To Guide

  1. 1. Sing Up Young Singing Leaders How to Guide<br />
  2. 2. How was it written?<br /><ul><li>Youth leadership consultant Dave Turner lead conversations with:
  3. 3. Sing Up Area Leaders
  4. 4. CoMusica YMAZ young leaders and musicians
  5. 5. Trainee community musicians
  6. 6. Leaders of The Sage Gateshead Learning and Participation programme
  7. 7. 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 />
  8. 8. Why now?<br /><ul><li>Don’t worry:
  9. 9. We know some of the deadlines for achieving Sing Up young singing leader targets have passed
  10. 10. We have used current Sing Up good practice in young singing leadership to create a How to Guide</li></li></ul><li>How to Guide<br /><ul><li>The How to Guide aims to tell you:
  11. 11. How you are meeting the targets already
  12. 12. How you can develop young singing leaders now
  13. 13. 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
  14. 14. 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
  15. 15. 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
  16. 16. Support other children with their singing, for example, in a choir, singing group, classroom, or out of school singing activity
  17. 17. 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:
  18. 18. Positive
  19. 19. Well-informed
  20. 20. Clear
  21. 21. Inclusive
  22. 22. Encouraging
  23. 23. Creative
  24. 24. Musical </li></ul><br />
  25. 25. Policy background<br /><ul><li>Every Child Matters
  26. 26. Young People: Leading Change
  27. 27. 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
  28. 28. Young people supporting the learning and personal development of their peers and younger children
  29. 29. Making their voices heard in school councils, in their own communities, through youth organisations and civic bodies
  30. 30. Expressing ideas, making choices, decisions and taking action about issues which concern them
  31. 31. Making positive contributions to business and enterprise
  32. 32. 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:
  33. 33. More self aware
  34. 34. Gain skills
  35. 35. Exercise their power
  36. 36. 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
  37. 37. Gain confidence
  38. 38. Gain skills
  39. 39. Make choices and decisions
  40. 40. We hope leading singing will encourage children and young people to become youth leaders</li></li></ul><li>Sing Up young singing leader targets<br /><ul><li>By March 2010
  41. 41. Sing Up will train 35,000 singing leaders and 17,500 young singing leaders (under the age of 19) to work regularly with primary school-age children
  42. 42. Between April 2008 and March 2009
  43. 43. Each Area Leader will have worked with 175 young singing leaders
  44. 44. Between April 2009 and March 2010
  45. 45. Each Area Leader will work with 200 new young singing leaders </li></li></ul><li>How do we reach the targets?<br /><ul><li>In reaching these targets, you can include young singing leaders who:
  46. 46. Area Leaders have worked with directly
  47. 47. Are being supported by teachers and other adults who have participated in Sing Up training with a focus on young singing leadership
  48. 48. 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 />
  49. 49. 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.
  50. 50.  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.
  51. 51. 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
  52. 52. 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:
  53. 53. 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”
  54. 54. 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”
  55. 55. Develops positive role models
  56. 56. 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:
  57. 57. More self aware
  58. 58. Manage their emotions
  59. 59. Develop empathy with others
  60. 60. Establish healthy relationships
  61. 61. Make safe choices and responsible decisions</li></li></ul><li>What do young singing leaders need from adults?<br />Young singing leaders say they need adults to:<br /><ul><li>Be themselves
  62. 62. Listen and show that they are listening
  63. 63. Have good, open body language
  64. 64. Be respectful of young people, their opinions and their ideas
  65. 65. Be open minded and open to new ideas
  66. 66. Provide guidance and advice
  67. 67. Try to involve everybody in the group
  68. 68. Laugh and have fun</li></li></ul><li>Creating a positive environment<br /><ul><li>It is important for young singing leaders to:
  69. 69. Feel safe
  70. 70. Be treated with respect and care
  71. 71. Be supported where necessary
  72. 72. Have clearly defined boundaries
  73. 73. Be given appropriate opportunities to lead
  74. 74. Be supported with a non-judgmental, empathic attitude
  75. 75. 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
  76. 76. Clear communication of roles and responsibilities
  77. 77. Making sure the young singing leader has an appropriate level of skills, knowledge, and experience
  78. 78. Making sure the young singing leader is given appropriate opportunities to lead
  79. 79. 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
  80. 80. What policies and procedures are in place in your workplace?
  81. 81. Do older young leaders need a CRB disclosure to work with primary school aged children?
  82. 82. 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?
  83. 83. How does an adult recognise a child or young person’s interest in singing leadership, what signs do you look for?
  84. 84. 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?
  85. 85. How do you make young singing leadership work in Beyond the Mainstream settings?
  86. 86. 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?
  87. 87. How do we celebrate success with young singing leaders?
  88. 88. What opportunities can young singing leaders can be signposted to?</li></li></ul><li>Opportunities for accreditation <br /><ul><li>Sing Up Awards
  89. 89. Arts Award
  90. 90. Young Achievers Award
  91. 91. Youth Achievement Award
  92. 92. Duke of Edinburgh Awards
  93. 93. GCSE, AS Level, A level
  94. 94. 14-19 Diplomas
  95. 95. Creative Apprenticeships</li></li></ul><li>What next?<br /><ul><li>You will receive a PDF of the Sing Up Young Singing Leaders How to Guide
  96. 96. The How to Guide will be posted on the Sing Up website for you to amend, add to and comment on</li>