The SoundWaves Network 2018 - 2021 Evaluation Report

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Case Study - Lark Children's CentreAt Lark Children’s Centre staff were asked to identify up to three children to specifically track as theproject developed. Three boys, all of whom presented with differing limitations in communication andpeer engagement, were identified from the Willow room. Two of them were reticent at the beginning toapproach the activities and one had English as an additional language. One liked very structured play,often on his own, and the third attended sporadically and had delay in speech and language.Staff were able to observe how all the children developed in confidence and peer engagement over theproject. The children with limited language began to find their voice through participation, they began toshare a new language, some even became leaders in activities. Other children found the opportunity ofmusic-making a way of overcoming their fear of getting involved. They became increasingly curious tojoin in with the sessions. The excitement and variety that came with trying different instruments, rhymesand simple songs were irresistible.Staff noticed children being more adventurous in the ways they experimented with instrument andsound, showing high level problem solving skills e.g. working out how to produce sound from a miniaccordion or playing a short simple refrain from a well known song together on the xylophone. Added tothis, musical play sessions offered an enticing sound-rich environment where social interaction andexpression could be explored.© Take Art Ltd16
The focus in this photo was on the interaction between child and ML as together they took it in turns toslowly fill the djembe drum with wood blocks whilst vocalising (a game initiated by the reticent child andscaffolded by the sensitive ML):In these musical play examples, children are viewed as multi-modal beings. They were encouraged touse their imagination, think critically, explore and experiment, discover the impact of cause and effect,take risks, repeat and rehearse ideas (DfE, 2017).They were able to express themselves using the instruments, well chosen materials and resources in avariety of ways:© Take Art Ltd17
Page 1: The SoundWaves Network2018 - 2021Ev
Page 4 and 5: ForewordThis report is a collective
Page 6 and 7: CPD has also been central to suppor
Page 8 and 9: AcronymsACECME: ECCRECCPDEALECEYFSE
Page 10 and 11: This photo is taken from a film whi
Page 12 and 13: “One of our focus children has be
Page 14 and 15: How did staff behaviour change?Adul
Page 16 and 17: “Since the project there is a muc
Page 20 and 21: © Take Art Ltd18
Page 22 and 23: Case Study - St Pauls NurserySchool
Page 24 and 25: “To be able to use that underpinn
Page 26 and 27: Case Study - Freshlings NurseryAt F
Page 28 and 29: 2. increased level of engagement an
Page 30 and 31: Changes in children's ability to co
Page 32 and 33: “I do remember the project engage
Page 34 and 35: How did the programme advocate for
Page 36 and 37: Future programmes will still place
Page 38 and 39: As with any programme delivering ov
Page 40 and 41: `"Being part of this incredible mus
Page 42 and 43: Enabling activities and approachesS
Page 44 and 45: How were musical instruments utilis
Page 46 and 47: “We have lots of resources, but i
Page 48 and 49: Case Study - the Auditory Environme
Page 50 and 51: How is The SoundWaves Network being
Page 52 and 53: MLs - Isabel Bedford, Georgia Bourn
Page 54 and 55: A two way process between MLs and E
Page 56 and 57: SummaryEYPs have found that spontan
Page 58 and 59: The SoundWaves Network TeamCaroline
Page 60: Take Art, The Mill, Flaxdrayton Far

The SoundWaves Network 2018 - 2021 Evaluation Report

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