The MusicStart Project: an evaluation of the impact of a training programme to enhance the role of music and singing in educational settings for children aged three to five years

Abstract

This article evaluates the impact of an innovative early years music project developed on the Isle of Wight, UK, which aimed to enhance the role of music-making in educational settings for three- to five-year-old children. The MusicStart Project designed an original model for training practitioners working in such settings to increase their confidence and skills in making music with their pupils. A variety of instruments were used to collect feedback and all participating practitioners ( N = 120) were asked to complete a questionnaire following the training and a 53 percent response rate was achieved. The feedback indicated that the majority of practitioners found it useful and were inspired to put new ideas into practice. About a quarter of practitioners indicated that they were already making music with confidence and very few felt that the training had not influenced their future practice. The practitioners and MusicStart leaders identified some challenges to sustaining the levels of music-making that followed immediately after the training, most significantly: opportunities to cascade new ideas with colleagues; conflicts with other professional demands; and the time needed to enable practitioners to establish new skills and ideas.

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