mll!2010 is on the way – and this time there’s a great incentive for even more primary teachers to take part! 

We're providing a mini-conference on primary music education which will run within the main conference.

There are four sessions (details below):

• Dalcroze [Session A]
  
• Kodály [Session B]
  
• Thinking Skills in Music [Session C]
  
• Inventing Music [Session D] 

All four sessions will run on Thursday and Friday, giving primary teachers the option to come for one day only and still experience the primary mini-conference as well as the rest of that day's activities. (You are, of course, welcome to attend on both days!)

For more information on session times and leaders, click on Primary Thurs for Thursday 25 Feb and Primary Fri for Friday 26 Feb.

In a Dalcroze session, virtually every musical concept is taught and experienced through movement of all parts of the body.

• This is a very effective way to enhance musicianship as well as improving co-ordination, concentration and other skills needed to be a good performer. This in turn increases confidence and the ability to feel music with the whole body, allowing development of auditory memory, communication, expression and creativity. 
• Whilst the focus is on music, the benefits can be felt by all of the arts where movement plays a role – dance, acting, musical theatre, circus skills - as well as enlivening our understanding of the other arts such as painting and sculpture.
  

The session leader is Nicola Hadley, who has 20 years’ experience as a music specialist in Inner London primary schools. Nicola led successful Dalcroze sessions at mll!2009 and is back by popular request! That’s because we listen to your feedback.

In a Kodály session, the musician in all of us is developed through singing. 

• Kodály educators believe that the music learning process should begin as early as possible with the singing of unaccompanied songs and high-quality music. The learning process is sequential and logical, depending on regular exposure to singing and frequent repetition of familiar songs and rhymes. 
• The approach develops both non-verbal and verbal communication skills in children, as well as their ability to listen, imitate and concentrate. Aural memory training happens through repeated exposure to the singing games and rhymes, which also develop early linguistic skills; and whilst taking part, children are also learning social skills such as turn-taking, co-operation & tolerance, together with the ability to express mood and feelings through music and movement.

The session leader is Judith Brindle, an experienced and dynamic Kodály practitioner. Judith is renowned for her vast subject expertise, enthusiasm, friendliness and ability to make even people who think of themselves as ‘non-musicians’ feel confident in using this approach.

In our ‘Thinking Skills in Music’ session, the interface between children’s learning and the benefits of music are examined. 

• In schools, the emphasis nowadays is on developing children’s abilities to think and act independently, enquire, plan, reflect, explore, create, generate ideas, select, adjust, adapt, evaluate, work as a team member, manage their time as well as their learning, and so on.  If this sounds like a tall order, it is. 
• Nevertheless, all of these skills and attributes - and many more - are readily developed by taking part in music. This session will explore the ways in which we can help children to learn more effectively in and through music, by developing their listening and performing skills together with their ability to talk about music as well as listen to others’ points of view.

The session leaders are Martin Renton and Jill Walker, both experienced teachers, trainers and writers who have been working extensively in this important area for some years.

In our ‘Inventing Music’ session, participants will have the opportunity to take part in a practical activity aimed at developing our skills and understanding of improvisation. 

• We will create rhythms, melodic shapes and patterns which build from the simple to the more complex using a number of starting points and simple frameworks.

• Using a range of percussion instruments and our voices, we plan to engage in musical activity which has an instant appeal and can be translated into work with a range of groups and ability levels.

The session leader is Kate Buchanan who is Director of Professional Studies at the Royal Northern College of Music.