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When We Sing it Brings us Closer
When We Sing it Brings us Closer
An award-winning research project completed as a dissertation for my MA in Education with the University of Cumbria, this paper examined the link between the school where I was working and our partner school in East Africa. There was a particular focus on the impact of a live musical link between the two schools, with very positive results for both pupils and staff. The research demonstrated several key points:
Singing together online in real time helped both pupils and teachers to feel a sense of connection, encouraging empathy
There were very positive outcomes for pupil and staff wellbeing and personal development
The music link acted as a catalyst for positive, tangible action on the environment at both schools.
The simple planning framework that I developed from the work of two key academics worked in the way I had expected, indicating that this could be a way forward for other such links.
I have made my research freely available below. Please acknowledge any citations, and do get in touch for a more in-depth conversation.
Summary of research project for teachers.pdfSummary of research flyer
Full dissertation no signature page.pdfWhen We Sing It Brings Us Closer - Full Dissertation
Abridged version of dissertation.pdfWhen We Sing It Brings Us Closer - Abridged version of dissertation
Towards Inclusion: The Benefits of a Collaborative Music Project in a Developing Country
This paper, which was awarded a distinction by the University of Cumbria, was presented as a module of my MA in Education. I travelled back to the country where I had previously worked in order to complete research on the project I had led over several years.
I was able to demonstrate the far-reaching benefits of a shared musical experience between disabled and mainstream pupils in a country where disabled people are largely segregated, further underpinning my belief in the power of music to break down barriers.
The main findings of the research were:
There was an increase in awareness and changes in attitudes for all stakeholders in the project:
Pupils with disabilities grew in confidence and improved their self-esteem
Pupils from mainstream schools experienced a positive change in attitude towards pupils with disabilities
Teachers from mainstream schools experienced changes in their attitude towards disability and wanted to become more inclusive in their own classroom practice
The attitudes of parents from both groups of pupils also indicated positive change
The project had an impact on the wider community of the schools involved, improving their diversity awareness
Positive health and well-being outcomes: making music together engendered a strong sense of fun and well-being and helped all involved to grow in confidence.
Positive impacts in development and learning, including musical, linguistic and performance skills.
I have made my research freely available below. Please acknowledge any citations, and do get in touch for a more in-depth conversation.
Towards inclusion - the benefits of a collaborative music project in a developing country.pdfTowards Inclusion - Full Paper
Towards Inclusion, P Lawson, 2020 - abridged report.pdfTowards Inclusion - Abridged Version, English
Towards inclusion -French version.pdfTowards Inclusion - Abridged Version, French
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