Interviews
A short interview series from a variety of experts in the field.
Sensory Sounds invites you to watch, listen and read our short interview series with experts in the field of music making and working with SEN children. We hope these interviews will provide further knowledge and empower users with the confidence they need for their own music making sessions.
Interview with Sally Russan
Sensory Sounds had the pleasure of interviewing the third guest of our interview series, Sally Russan. Sally is a teacher at a special needs school in Gloucestershire and signed up to take part in the Musicate Programme this year with Cheltenham Festivals. The Musicate Programme pairs up musicians from the Royal Birmingham Conservatoire with primary schools across Gloucestershire to provide music workshops for pupils. Abbie has had the pleasure to work with Sally and her class over the past year to help bring music into their weekly routine. Their interview discusses some of the benefits that Sally has seen in her class since introducing more music into the classroom.
Q1. What first inspired you to teach children and young people with special educational needs?
After completing my [teacher] training I started teaching in main stream, but I never quite felt fulfilled or that I had quite found the right area within education for me. I had multiple SEN children within my first class and wished that I has more knowledge and time to give them. I had also supported a friend’s ASD child at home with voluntary tutoring and found this very rewarding. I therefore decided to take the plunge and begin working in a Special Needs School. I have never looked back and find the pupils truly inspiring every single day!
Q2. Before taking part in the Musicate Programme, how much music making was happening in your class?
Snippets of music were occurring, but this was during other sessions rather than stand alone music lessons. For example, songs and music during sensory stories, circle time, assemblies, and Christmas concerts. Each term follows an approx. six-week rota of different resources for the playground at lunch times. One of those weeks is ‘Let’s make music’, where the children are given musical instruments to explore or every day objects to create their own music with.
Q3. Before taking part in the Musicate Programme, how confident did you feel running music sessions with your class?
I felt fairly confident with the more able classes that I had taught, but had very little knowledge on how to effectively bring music to the more sensory learners.
Q4. What advice would you give to other teachers who may not feel confident running music sessions in their classroom?
Start small. Do not feel that you have to jump straight into full music sessions. Try a song or a musical game to get you started, even if this is just to fill a few minutes before home time or lunch time. You will find your favourites and then these can be enhanced or used as warm ups to other music sessions.
Q5. What are some of the benefits you have seen from including music in your class’s weekly routine? And do you think music has had any direct impact on other aspects of your student’s lives?
I have noticed the students achieving many of their EHCP targets through music, such as sound tracking, choice making, eye contact, turn taking, expressing likes / dislikes etc. Very quiet or reserved children within the class have come out of their shell and are really engaging with the music sessions! They are often the first ones to sit and listen to instructions, waiting with anticipation. Many SEN children do not get the opportunity to see and hear live musical instruments, so this has been a real bonus for them. The children often don’t want the music sessions to end. Many students will ask for musical instruments during their own choosing time!
Q6. Do you think enough music making happens in special education?
Music tends to be easier to teach and more accessible for the more physically and cognitively able students. It would be nice to see more music opportunities for the sensory learners. It also comes down to each teacher’s confidence in teaching the subject.
Q7. How important do you think it is that there is some sort of music making that happens in a child or young person’s life and why do you think this is important?
I feel that it is very important. Music help teaches key life skills as well as musical skills. For example, listening to others, eye contact, awareness of the body, turn taking, sharing, working together, encouraging vocalisations in pre-verbal students, shared enjoyment. Music allows students to explore other cultures and languages. Once children leave school these opportunities dimmish, so we need to provide the children with as wider opportunity as possible now!
Q8. In your opinion, what is the definition of “music”?
A combination of sounds put together to intrigue the senses and initiate a response or emotion.
Q9. Do you think our definition of “music” can affect how we view a child’s own music making?
Absolutely. We shouldn’t let out preconceptions of music guide our students. They need the freedom to explore, create their own sounds and find out what they do or don’t like.
Q10. Do you think there is a benefit to child-led music sessions over pre-planned sessions and why/why not?
Yes, there is a place in the curriculum for both styles of teaching and learning. Children benefit from following examples, structure and formal music style lessons. However, the freedom to explore their own form of notation, form their own opinions and play their own music is also very important. Our students love to lead in musical conversations, it gives them a sense of voice and control. It gives their actions and sounds meaning, allows them to make meaningful interactions, whilst always feeling that they are valued and have something to offer the situation.
Sensory Sounds would like to give a big thank you to Sally for sharing her unique insights as a teacher on the Musicate programme!