Ten Years After

 

For the benefit of the younger reader, Ten Years After were a popular U.K. blues beat band combo of the late 1960s and 70s, who performed regularly in music festivals, including Woodstock. As an ‘album’ band, they were best known for the track ‘I’m Going Home’. Uncertainty remains as to exactly what it was that had happened to them Ten Years Before, but it’s of no great importance because, apart from their name, this post has nothing whatsoever to do with the band.

The only connection is that today is All Change Please!s 10th birthday, which makes it exactly Ten Years After it published its very first post. A lot has happened since then, except of course in education where things have generally gone backwards to the way things were Fifty Years Before.

Anyway, as usual, All Change Please! likes to take this annual opportunity to report and reflect on its posts from the past twelve months in the pathetic hope you might be encouraged to re-read some of them, or, more likely, catch up on ones you didn’t read in the first place.

The three most read posts, presented in reverse order to increase the suspense, have been:

3. Just Williamson

With nothing better to do, All Change Please! likes to amuse itself by trying to be the first satirical educational blog to comment on the announcement of a new education secretary, which isn’t difficult as there aren’t many other satirical blogs out there for it to compete with.

Having likened Gavin Williamson to Richmal Crompton’s ‘William”, All Change Please! was careful not to mention the tarantula he keeps on his desk, and his being sacked for taking a Huawei leak while Defence Secretary, but hey – no-one’s perfect…

2. Michaela the Unconquerable

Now, to be quite clear, this post was not intended to be written as an angry attack on Michaela students, their hard work, politeness and consideration for others, their backgrounds or their success at gaining GCSE results – but it was meant as a considered critique of the school’s narrow conservative academic curriculum and strict behaviour policy.

1. Beyond Our Ken

This special edition of All Change Please! was a tribute to writer, designer and educationalist  who sadly recently passed away. Ken Baynes was one of the very few people who understood the potential of design education, not primarily as a means to produce a future generation of professional designers, but as a powerful and important learning experience for everyone, and one that potentially extended across the curriculum as a whole.

 

But as usual, All Change Please!’s favourite posts do not necessarily reflect the Will Of The People, and it would therefore also like to nominate:

Br’er Exit

“Well now, that rascal Br’er Exit hated Br’er EU on account of he was always cutting capers and bossing everyone around. So Br’er Exit decided to get rid of Br’er EU if it was the last thing he ever did! He thought and he thought until he came up with a plan. First he persuaded Br’er Dave to call a referendum. Then he fix up a contrapshun like a red bus, painted it with slogans he had made up and sat it in the middle de road.”

Also during the past twelve months All Change Please! has launched its audacious ‘Absolutely Absurd Alternative A to Z of Education…’ in which it reports on the different but also similar approaches to education on the nearby distant parallel Planet Urth…

‘A’ is for…

‘B is for…

‘C’ is for…

‘C’ is for… Continued

 

 

 

 

 

 

Beyond Our Ken

 

In memory of Ken Baynes, 1934 – 2019

This special edition of All Change Please! is a tribute to writer, designer and educationalist Ken Baynes who sadly recently passed away. Ken Baynes was one of the very few people who understood the potential of design education, not primarily as a means to produce a future generation of professional designers, but as a powerful and important learning experience for everyone, and one that potentially extended across the curriculum as a whole.

The support and encouragement Ken gave me during the 1980s was critical as I sought to establish one of the few secondary schools that actually attempted to deliver a developmental programme of design education from 11 to 18. In those days there was no National Curriculum, Ofsted inspection or league table regime that dictated what must be taught and as a result it was possible to easily explore new approaches to teaching and learning and curriculum content. The only problem was establishing the validity of what was being done, and to do that one needed convincing external approval, which Ken provided in abundance.

Informed and Inspired during the mid 1970s by his books ‘Industrial Design & the Community’, ‘Attitudes in Design education’ and ‘About Design’ I first met Ken at the Design Education Unit of the Royal College of Art in December of 1979. I recall two things about him. One was his enthusiasm trying to recruit me to undertake an MA there, which sadly I was never able to do. The other was that he was wearing cowboy boots.

Later in the 1980s he invited my school to contribute to an exhibition he was curating called ‘The ART of LEGO’, and we all spent many happy hours diving into two large tubs of assorted LEGO bricks to explore their potential as a modelling material. He visited the school on several occasions to participate in a range of one-day project workshops we ran. It also gave me the opportunity to visit him to discuss the exhibition on the splendid barge he lived in on the now unrecognisable Paddington Basin.

The last time I worked with Ken was in 2017 when he asked me to contribute to a Loughborough Design Press publication ‘Design Epistemology and Curriculum Planning’. As an essentially academic publication with a very academic title I said I wasn’t sure I could manage to write anything with the usual long list of book and journal references, to which he delightfully replied ‘We don’t want to know what you’ve read, we want to know what you think.’ He had the last laugh though: his contribution was a series of wonderful sketch drawings.

For the very first edition of the NSEAD JADE magazine, back in 1982, Ken contributed an article entitled ‘Beyond Design Education’. One paragraph in particular struck me as being of particular importance, and indeed is more relevant than ever today:

“I do not believe that the creation of visual literacy or design awareness is something that will yield to any grand curriculum strategy. It is a matter of footwork. It is a matter of detailed, local development. It is a matter of the ‘small print’ of teaching. It is to do with building up confidence. It is about people meeting to change one another and to create something new. At national level, it means encouraging diversity and unique local initiatives. It means putting people in touch with one another and leaving them to get on with it.“

In our current academic knowledge-obsessed, subject-based national curriculum there appears to be little space or opportunity for Ken’s vision to be realised. But at some point in the future we will perhaps come to accept that there is a need for an education that is more appropriate for today – let alone tomorrow. When we do, we must ensure that its architects and planners have access to Ken’s pioneering work that established the foundations of design education that are there ready, just waiting to be built on.

Punning on his article’s title, I had the idea that one day in the future I should write a follow-up piece entitled ‘Beyond Our Ken’. Sadly, many years later, this has proved to have been it.

If you had the pleasure of meeting or working with Ken, please do add your own memories and tributes below.

 

Photographs of Ken Baynes courtesy of Eileen Adams

‘A’ is for…

The universe an absurdly weird place. And, when you start to think about it, one of the weirdest things in our universe are the schools where we prepare our children for their adult lives. And now they are about to get a whole lot more absurd as All Change Please! slips down a handy quantum-encrusted wormhole to discover an alternative, sometimes more enlightened but often just as weird parallel universe called Planet Urth.

This is the first in a series of posts entitled ‘All Change Please!’s Absolutely Absurd Alternative A to Z of Educashun’ in which it reports back on its recent visit to Planet Urth. Being a parallel universe, their world of teaching and learning bears a striking resemblance to our own: many things are exactly the same, but due to their particular fractured timeline, some things are rather different in an interesting way.

Be warned: you may never think of Education in the same way again….

ABC

On Planet Urth learning the ABC is one of the basic 2×4 red and white LEGO building bricks of education. In earlier times only the very wealthy who went to private schools could afford to learn the alphabet. It was eventually the introduction of mass-produced, widely available and affordable Alphabetti Spaghetti there in the 1930s that revolutionised teaching methods, although it was rejected by many teachers who preferred standing at the front of the class endlessly shouting it out while the children made notes.

Some children still find the order of the ABC difficult to learn and often ask their teacher why the letters are in that particular order. They mainly do this because they know the teacher doesn’t know the answer, which is that no-one really knows. The latest theory is that the letters were drawn at random in that order one day during an extended episode of Countdown.

The secret to the success of the alphabet is that because the letters are in a particular order it makes them easier to be taught to much larger classes through chanting. This avoids children claiming they knew all the letters but were just reciting them in the wrong order.

Academics

Academics cleverly called themselves a name beginning with an A in order to emphasise their importance by appearing early in the dictionary. An earlier suggestion on Planet Urth was that they should be called Aardvarks was narrowly rejected, which, when you think about it, was a bit of a shame.

For some inexplicable reason, everyone thinks they want to be an academic when they grow up, with little or no practical ability in the real world, other than to end up teaching the next generation of academics. A bit like the ‘product life cycle’, this is known as the ‘academic life-cycle’, which probably explains why so many academics ride around on bicycles.

Aesthetics

One of the weirdest ideas on Planet Urth is that some children are given a colourful cocktail of pleasurable aesthetic experiences so they won’t be conscious during an unpleasant practical procedure. General aesthetics are sometimes administered to help difficult students get through complex sessions so that they fall into an alternative state of consciousness and don’t disturb other learners. In shorter lessons a milder, more musical local aesthetic will often be sufficient.

Some schools run academic courses in the theory of aesthetics, but students in these classes tend to fall asleep very quickly of their own accord.

An Apple for Teacher

Some people, and especially those that are Daily Wail readers on Planet Urth, believe that the idea of giving your teacher an apple as a present originated when an apple dropped on the young Sir Issac Newton’s head and he took it into his teacher to explain what this thing called gravity was that he’d just invented. Today, in the more enlightened 21st Century, teachers often tell children that the fruit is not the sort of apple that is appropriate anymore and that they should be giving them an Apple iPhone instead. It is not known how successful this approach has been.

Out there on the internet there are, however, other much less believable theories as to the derivation of the idea: for example, the apple represents the ‘fruit of knowledge’ – the forbidden fruit unwittingly plucked by Eve and for which God put her in perpetual Detention.

Or perhaps it originated in the 19th Century American mid-west where families whose children attended schools were often responsible for housing and feeding their teachers, and who supplied them with apples as a token of appreciation? The Df-ingE has denied it has been considering a similar arrangement for funding education in post-Brexit Britain, but a spokesperson did remark that it seemed like ‘an interesting idea worth looking into’.

Art

Another of the more startlingly different ideas on Planet Urth is that having attended Art School is a pre-requisite for becoming a politician, so they really do have a real understanding of creativity and problem-solving and that Art involves a lot more than colouring things in, learning the names of famous artists and being able to produce skillful reproductions of well known paintings and then writing an essay about them. There everyone understands that Art isn’t just for thick kids who are good with their hands and who might benefit from a more relaxing therapeutic re-creational subject, instead of dragging down the results of a much more important academic subject.

Asking Questions

People on Planet Urth place much more importance on developing curiosity and enquiring mind. As a result schools place a great deal of emphasis on teaching children how to ask interesting questions that are often difficult to answer. In fact they all take a GCSE in which instead of writing answers to questions set by examiners, they have to write the questions themselves. They then need to outline how they would set about finding the answers, e.g., who would they ask and what sources they might refer to. Top marks are awarded for questions that are deemed to be of great significance and importance, and to which it is unlikely will ever be fully answered.

Meanwhile on Planet Earth the inhabitants are of course quick to point out that you can’t make any money just asking interesting questions all the time. Except you can if you become a member of the Quora Partner Program. The more people who view your question thread, the more you earn…

Assembly

In Roman times citizens used to gather round in the forum to listen to the great and the good make speeches. Today, while the rest of us receive the wisdom of our leaders though TV, Facebook and Twitter, sadly schools on both planets still attempt to keep the old ways alive by making children assemble in silence in regimented rows in the school hall once a day to hear the deputy head make a speech that no-one bothers to listen to because they know there isn’t going to be a test on it afterwards.

A funny thing happened on All Change Please!‘s way to a school assembly once, but that’s another story.

Assessment

Many people in education say that assessment is ‘the tail that wags the dog’. This might make sense if you attend the Barbara Woodhouse Academy for Young Puppies, but for everyone else it’s a load of bollocks. Dogs wag their tails when they are pleased or excited, not when they are sitting their GCSEs.

On Planet Urth dogs are only assessed when they are ready, and on what new tricks they have actually learned, rather than what academic knowledge some barking-mad, sly-dog politician thinks they should have learned.

Awe and wonder

At the turn of the 21st century, Ofsted expected schools to demonstrate that pupils were experiencing ‘awe and wonder’ during their lessons, or as one nameless maverick inspector on Planet Urth once wrote on his Evidence Form: ‘There was plenty of ore in the metalwork lessons, but the children’s attention soon began to wander…’

Tune in again soon for the next exciting installment of All Change Please!‘s Alternative A to Z of Education, which not unsurprisingly features the letter B

 

Image credits:  Image credits: Pixabay (all), except School Assembly:

Roman Forum (Wikimedia Commons)

Saint John’s School (Flickr Commons)

Mr Glibbly Does Mastermind

Mr Glibbly seems to have been very busy recently. First there was the statement he made about Music Education, in which he revealed how little he actually knew and understood about the subject. Then there were his remarks on the need to ban mobile phones in school, in which he revealed how little he actually knew and understood about the subject. And this week he spoke forth his words of wisdom about getting more girls to study STEM subjects, which, not really surprisingly, revealed how little he actually knew and understood about STEM.

So after last week’s wasted attempt to sit Mr Glibbly down with a nice cup of tea and explain the facts of life as about mobile phones to him, this week All Change Please! thought it would challenge him to a session of Mastermind. Here’s what happened…

Your name is:

Mr Glibbly

Your occupation is:

Secretary in a State about Education

And your chosen specialist subject this week is:

STEM.

Time starts now…

1. What is STEM?

Glibbly: That’s easy – it’s the knowedge-rich study of Science, Technology, Engineering and Mathematics subjects.

Incorrect. STEM is the practical study of the inter-relationship between Science, Technology, Engineering and Mathematics subjects. There’s not really any such thing as a STEM subject, just subjects that make a contribution to STEM.

2. What is STEAM?

Err. The stuff that comes out of kettles when the water gets hot?

No. The correct answer is the practical study of the inter-relationship between Science, Technology, Engineering, Arts and Mathematics subjects.

3. Has it ever occurred to you that including the Arts in STEM would help make it more attractive to many girls and provide a more balanced approach to future innovations in which human needs would be better matched to our technological capabilties?

Good Lord, No…

Yes, correct! It obviously hasn’t ever occurred to you.

4. What exactly are the ‘STEM skills’ to which you refer?

Learning more and more easily assessable knowledge and facts about Physics, Maths and Coding of course.

No. STEM skills are about things such as planning and organising, creative problem solving, working collaboratively in an inter-disciplinary way, and communicating information effectively.

5. Recent research published by the Df-ingE apparently shows that:

“15-year-old boys are more likely than girls to see STEM subjects as being useful when it comes to getting a job and that girls are less likely to consider a STEM subject as their favourite.”

Is it now government policy that in future boys should only be encouraged to choose useful subjects that will lead to a job, while girls should be free to choose whichever subjects they like doing best?

Well, err, no of course not.

Incorrect. Because that’s exactly what you just suggested it was.

6. You also said you were:

“funding programmes to increase the take up of maths, computing and physics”.

What are you going to do about Engineering, Technology and the other Sciences? In particular why is Design and Technology, which in many respects embodies the underlying inter-disciplinary nature of STEM, being completely ignored?

Err. Let me see. Wait, I know the answer to this one. Oh yes, that’s it: ‘We have reformed the school curriculum to make sure it meets the needs of employers.’

Are you having a laugh?

7. How do you justify calling on “teachers, parents and society in general to challenge and dispel misconceptions some girls have about Science, technology, engineering and mathematics (STEM) subjects”, when you don’t even understand what it is yourself?

Well, as I said a moment ago – ‘We have reformed the school curriculum to make sure it meets the needs of employers.’ And what’s more I’ve started, so I’m going to finish…

No. The correct answer is that you obviously are not able to justify doing so.

8. How well do you think you have done as Secretary in a State?

Err. Pass?

Incorrect. You scored just one mark, and therefore you’ve not passed, you’ve failed.

If you’d like to be a candidate on a future edition of Mastermind… don’t become a politician.

 

PS. Mr Glibbly – perhaps some of these downloadable STEM Role Model Posters that celebrate Women Innovators as illustrated by Women Artists might help?

It’s for you, Mr Glibbly…

Last week one of All Change Please!‘s faithful followers commented in a Tweet to the effect that that its attempt to explain music education to Mr Glibbly was about as likely to succeed as getting Trump to understand how climate change worked. Undeterred, and doubtless with just as little success, this week All Change Please! bravely sits Mr Glibbly down in a nice comfy chair and patiently tries to explain to him the importance of mobile phones to a child’s education…

No-one would doubt the importance of teaching children how to read, write and do arithmetic, because they are necessities, and we all need to need be fluent and confident in them as a necessity to get us through life. There are of course other important areas of knowledge, understanding and skill we need to learn as well, and an increasingly important one has become our use of mobile ‘smart’ devices. It’s not enough to simply know how to switch them on and off – we need to learn when it’s appropriate to use them, and more importantly when not to use them. On-line safety and being able to identify fake news and political propaganda are also essential for children to learn.

In particular our children need to go forth into the digital world with a mindset that will enable them to comprehend the further changes to mobile communication devices that will inevitably occur during their lifetimes (which may well extend into the 22nd Century). They need to be to able to critically evaluate such developments, and most importantly to know how to use them to continue to effectively learn from them, as they will need to to long after they have left formal education. And what’s the point of learning how to code in school if you don’t have access to the devices your program will be used on? Banning mobile phones outright in schools may make a good Daily Mail headline today, but prepares our children for none of these things.

The smartphone has emerged as probably the most disruptive technology of the century. Yet, barely 10 years old, it is still in its infancy – we are going to be carrying around internet connected computers and communication devices for a lot longer yet, and they will continue to evolve to become smaller, more powerful and connected than they are now. But despite its youth the smart phone has already become integral and central to social and workplace interaction, and is used by every social level to apply for permanent and temporary jobs (not to mention UK residency), arrange childcare, organise the weekly delivery of shopping, keep up to date with the news, check transport times and conditions, watch movies, listen to and compose music, take photos, dictate memos, monitor one’s health and bank account, etc. Meanwhile in the workplace they are used to access and analyse data, organise shifts, send emails and messages and so on. Indeed last year, the United Nations Human Rights Council declared that the internet was a basic human right.

Of course the real problem isn’t mobile phones at all, it’s often the content and delivery methods currently used by teachers in the classroom that fails to engage children sufficiently to the extent that they don’t feel the need to be distracted by them, at least for purposes that are not directly related to what they are supposed to be learning.

But for now, many teachers seem quite capable of enforcing the simple rule that mobile phones should only be used in class as directed by, or with the permission of, the teacher. If a teacher isn’t capable of doing that, they shouldn’t be in the classroom in the first place.

But let’s leave the last word to Christine Swan, who recently tweeted:

Well, not quite the last word. Here’s a text All Change Please! posted back in September 2015.

All Change Please! decided to undertake some virtually unreal digging, and somehow managed to convince itself it had found the following letter in the archives of the Times newspapers.

Dateline: September 1915. The London Times Letters page.
Sir. – It has come to my attention that schools are now in the habit of providing children with these new mass-produced pencils and notepad devices which seem to becoming increasingly popular as an alternative to the tried and tested slate. I have been so informed that they often use them as a distraction to play noughts and crosses on, and to write messages to each other which often contain offensive words and rude comments about their teachers. In some of the worst and most unruly schools they have also used them to draw rude depictions of famous women on. It is my opinion that they are used far too often as a pacifier by teachers who can’t control classes. Whilst I am convinced these new pencil and paper devices are no more than a passing fad, writing on them should only be allowed with the greatest caution and only when supervised and directed by an academically well-qualified and experienced teacher. Of course it will also be essential to regularly check that pencils and associated carrying devices are of the correct length and of uniform colour, adding significantly to the teacher’s workload.

There is no research evidence to support ideas that using pencils and paper aids a child’s education, and the cost to taxpayers of replacing these throw-away items on a regular basis is horrific. There are those who say children should be given pencils and paper because they enjoy learning with them, but the reality is that they just enjoy using pencils and paper. Parents who allow their children to stay up late writing and drawing with the result that they arrive at school tired should have scholarship money withdrawn.

The traditional slate is of the ideal size, proportion, weight and appearance to work with, and it is my sincere hope that one day schools will sensibly return to some sort of similar device that can be used with or without one of these new ‘pencils’.

Meanwhile I am also of the firm belief that there is absolutely no need for children to have access to encyclopedias from which they are likely to learn about things we do not necessarily want them to. Teachers must cease telling children to refer to them to complete their homework, which is like guiding them to a library without a librarian. Teachers also have a duty to point out the frequent mistakes that occur in them.

Yours, &c.,
No Change Please!

Did you get all that Mr Glibbly? No, thought not…

Mr Glibbly plays all the wrong notes in the wrong order

The use of the word ‘Bollocks’ on the cover of the Sex Pistol’s 1978 infamous album is generally thought to be a negative reference to the so-called ‘progressive’ music of the time…

Overture
Mr Glibbly, the Df-ingE’s current Secretary in a State about the school curriculum, recently woke up one morning feeling kind of blue. He had been told that the Fabian Society Report criticising the lack of provision for Arts education in UK schools was about to be published. To help stave off his rather crotchety, downbeat feeling he opened a pack of quavers – his all-bar-none favourite breakfast – and to try and cheer himself up he turned on Classic FM. And that gave him an idea. On the very same day as the report came out he would triumphantly pitch his grand-piano sized plan to improve music education! News about all those special model ‘music by numbers’ lesson plans and music hubs would sound truly uplifting and strike a chord with everyone, and they would clap and cheer at the end and as a measure of its brilliance shout for an encore, quite deafening out anything the Fabian report might have to say. Mr Glibbly never misses a beat does he?

Next Mr Glibbly invited lots of important sounding professional musicians to work together to come up with exactly what should be taught in schools in order to do it ‘Mr Glibbly’s Way’. Sadly of course he accidentally on purpose forgot to include more than a couple of actual real teachers on the steering panel. If he had, perhaps they might have told him that there was a lot more to music in schools than learning how to read music and how to re-create and appreciate great pieces of classical music written by dead white men from the Western world.

The sound of music goes well beyond what appears to be Mr Glibbly’s understanding and knowledge of 17th and 18th century forms of music, let alone modern music education. Like most politicians, he quite wrongly assumed that what had been good for him would be good for everyone in the country.

First movement
Here’s a mix-tape mash-up of some of the things he said:

“My own love of music began in primary school almost by stealth. As we all filed into assembly there’d be a piece of classical music playing in the background: Benjamin Britten’s The Young Person’s Guide to the Orchestra; Saint Saëns’s Carnival of the Animals; Prokofiev’s Peter and the Wolf.”

“Singing in the St Edmund’s Parish Church Choir in Roundhay, Leeds, gave me a lasting love for choral music. The delight I still feel today when I listen to ‘Zadok the Priest’ or Allegri’s ‘Miserere’ can be traced back to my schooldays.”

“We want to make sure their lessons are of the very highest quality and pupils leave school having experienced an excellent music education so those who wish to do so can take up opportunities to pursue musical careers.”

“This new model curriculum and the new money for our successful music hubs will make sure the next generation of Adeles, Nigel Kennedys and Alex Turners have all the support they need in school.”

“As well as ensuring all pupils can benefit from knowledge rich and diverse lessons, it is hoped that the curriculum will make it for easier for teachers to plan lessons and help to reduce workload.”

But music education is about so much more than knowledge of the classical repertoire and being able to sight-read music. It’s just a pity Mr Glibbly doesn’t believe you can learn anything useful from Wikipedia, because if he did he might have discovered that:

“Music is an art form and cultural activity whose medium is sound organized in time. General definitions of music include common elements such as pitch (which governs melody and harmony), rhythm (and its associated concepts tempo, meter, and articulation), dynamics (loudness and softness), and the sonic qualities of timbre and texture (which are sometimes termed the “colour” of a musical sound). Different styles or types of music may emphasize, de-emphasize or omit some of these elements.”

Music and Meaning
Music is a reflection and statement of contemporary cultural values, not just those of the past. Meanwhile it’s important for children to learn that music has different meanings to different people in different situations, and that playing and listening preferences often serve to reinforce social status and belief systems while at the same time representing a rejection of alternative points of view. Which is of course exactly what Mr Glibbly is trying to do at a time when, according to recent research, more than two-thirds of young people are already active musicians, singing, playing an instrument or making music on a computer – mainly outside school, and therefore his control.

Music and Motivation
Mr Glibbly seems to want everybody to be able to read music, play a ‘proper’ musical instrument and become a member of an orchestra: but just because people can read the Daily Mail out loud, it doesn’t mean that they are all going to want to become creative writers. To appeal to and motivate the majority of young people, modern music education needs to be relevant to music they are listening to, otherwise they are likely to switch off faster than they can say ‘Alexa, play something different’.

Music and The Arts
Meanwhile perhaps if Mr Glibbly had taken his fingers out of his ears and opened his eyes for long enough to hear and see what was been happening during the 20th Century he might have noticed that in an increasing number of works, music has moved away from being a single discipline: dance, drama, design, fashion, performance art, film and television are now created with close reference to each other. Mr Glibbly doesn’t seem to have got as far as Modernism yet, let alone Post-modernism.

Music and Technology
And something else that seems to be missing in the space between Mr Glibbly’s ears is the fact that a good understanding of and a capability and confidence in the use of digital technologies in one’s area of expertise is now essential, as it is in just about everything these days, and particularly in music where it has been particularly disruptive during the past 20 or so years. It is not acceptable for traditional educators to avoid their obligations and responsibility and, as they often do, use the excuse that children know more about the new technology than they do, so they will leave it to them to teach themselves.

Yet learning about music technology is not mentioned anywhere in Glibbly’s model world. Indeed he reveals his own lack of understanding of contemporary music technology when he writes:

“Forget Spotify: I want every child to leave primary school able to read music.”

Doesn’t he know that there is plenty of classical music on Spotify, and that the service enables users to explore and access a wider range of music than ever before in order to discover what they do and don’t like? And anyway why should listening to Spotify prevent any child from learning to read music?

Of course, at the same time new technology enables the creation of music without the need to be able to read formal notation in a way that is far more likely to encourage children to want to learn more about the academic theory of classical music. The opportunities for children to develop their creativity, confidence and self-esteem through experimentation, composing, performing and recording their own music, rather than failing to match the standards of professional classical musicians, have never been greater.

Coda
And last, but by no means least, is the purpose really to create a new generation of ‘Adeles, Nigel Kennedys and Alex Turners’? These people will emerge whether or not they learn to read music in school: music education needs to meet everyone’s needs.

The Sex Pistols sang ‘Don’t know what I want but I know how to get it’:  Mr Glibbly clearly does know what he wants, but fortunately it seems he doesn’t know how to get it: his new model scheme, unlike the music national curriculum, will not be compulsory. And, if every child is to learn how to read music – not just those attending the special music hubs – then there’s the little matter of finding the money to pay for all those music teachers

Whatever, one thing is clear – Mr Glibbly’s plan is certainly not the Very Model Of A Modern Music Curriculum…

“Music is your own experience, your thoughts, your wisdom. If you don’t live it, it won’t come out of your horn.” (Charlie Parker)

“If this word ‘music’ is sacred and reserved for eighteenth and nineteenth century instruments, we can substitute a more meaningful term: organization of sound.” (John Cage)

Encore

Eric Morecambe with Andre Preview ‘playing all the right notes but not necessarily in the right order’.

 

Mr Glibbly’s Square World

Mr Glibbly just keeps on trying to force a square peg into a round hole…

New information has recently emerged that helps confirm that Mr Glibbly comes from a strange, square-shaped planet called Glibblyworld.

One day, just before Christmas, Mr Glibbly was giving evidence to a Digital, Culture, Media and Sport Select Committee. They asked him very difficult questions about the falling numbers of students taking an Arts GCSE and there being not enough Arts teachers in schools. But Mr Glibbly had cleverly anticipated this question and had thought up a very good answer. So he replied in his usual glibb manner by saying that of course he wanted the number of Arts GCSE entries to go up. And then, getting straight to the point, he helpfully explained what the problem was, or rather wasn’t:

‘We want more young people to be taking music to GCSE and to A Level and the way to do that is to improve the curriculum in music and the arts leading up to GCSE so they are well equipped and motivated to take those subjects.’

On Glibblyworld it seems that the fall of entries for GCSE courses in the Arts isn’t anything to with the compulsory EBacc subjects leaving hardly any other GCSE course options left for children to choose. Because apparently the thing is, well you see, as everyone knows, the Arts are just not subjects pupils enjoy doing, as obviously their content just doesn’t appeal to them enough. Doubtless all this would change if the Arts became more academic and involved more writing and less practical work, which would be restricted to more regular and easily assessable geometric drawing, square dancing and learning long straight lines for the Shakespearean school play. After all, argued Mr Glibbly, children are only really interested in sitting still in silence and absorbing copious amounts of knowledge because they intuitively know they won’t be able to express themselves or be creative in any way until they have got as far as finishing their degree.

It sounded so obvious when he had thought about it, and Mr Glibbly was surprised no one else had realised it before.

All this serves to confirm what has long been suspected: that Mr Glibbly comes from a different planet from the rest of us – one where there are no curves, just right angles. On the Square World of Planet Glibbly everything and everyone are square, which makes them rather boring. ‘Squares’ are law-abiding and predictable people who find dealing with change difficult. They are often regarded as dull, rigidly conventional, and out of touch with current trends. Yes, that sounds quite a lot like Mr Glibbly, doesn’t it?

Back in the early 1960s, a time which Squaries often dream of returning to, it wasn’t at all cool to be square. There was even a TV comedy series called ‘It’s A Square World’, presented by Michael Bentine who was once a member of the Goons. As well as fake news reports from the eight corners of the world, the programme’s speciality was models that came to life. Famous routines included a flea circus, an expedition which discovers the source of the Thames is a dripping tap which was then turned of causing the river to dry up, sending the BBC Television Centre into orbit with Patrick Moore, and the reconstruction of the sinking of the Woolwich Ferry, even though it had never really sunk.

 

If Mr Glibbly watched the programme as a boy, he probably didn’t enjoy it very much as it rather challenged the establishment he was so fond of, and anyway it was all just a bit too silly for his liking. He was always far happier sitting quietly in a nice safe corner trying to solve his Rubics Cube puzzle, that is when he wasn’t playing Square Leg on the cricket field.

Poor Mr Glibbly. He’s still trying to force the square shape through the round hole. Perhaps we need to help return him to Planet Glibbly? As quickly as we possibly can.

 

Top image credit

Number 9

It seems like it was only this time last year when All Change Please! was celebrating its 8th birthday, but today it is 9 years old, and as traditional, this is the review of the best of last year’s posts.

First to announce the winners of the highly prestigious ‘most viewed posts’ of the last twelve months. In highly appropriate GCSE reverse order they were….

3. School Island

‘A group of children who don’t know each other are isolated in a secondary school for five years. In this unreal situation they are not allowed access to mobile phones or gain any other information about what is currently happening in the outside world.’

2. Glibbly’s All Fool’s Gold Signature Collection

‘Meanwhile Glibbly’s glistening All Gold EBacc curriculum collection needs some urgent re-branding. Perhaps re-naming it rather more accurately as Glibbly’s All Fool’s Gold Assortment – known for its superficial resemblance to qualifications that are actually worthwhile – would be a good start?’

And the winner is…..

Wait for it….

1. Art Failure at the MichaelGova School

‘But by yet another All Change Please! (Patent Applied For) Amazing Coincidence it seems that the nearby, and entirely fictitious, MichaelGova Community School is also recruiting further teaching staff for its Art Department. Somehow All Change Please! has exclusively managed to obtain a draft of the forthcoming press advertisement’

Then, as usual, in no particular order, here’s All Change Please!’s selection of its own three favourite posts:

Playing the GCSE Numbers racket

‘We never expected him to do that well, especially as his teachers kept saying how unsatisfactory his work was, and that he wouldn’t get his E back. Mind you I wasn’t surprised they had confiscated it – I kept telling him not to take drugs into school – but I expect his teachers needed it themselves.”

Tonight at Morning Break

“Independent schools announce they will now only accept children who are eligible for free school meals
School children will hold Ofsted inspectors to account
Children will meet teachers and parents on cold winter evenings to discuss their progress as adults
And a portrait of Michael Gove will be hung upside down in the entrance to every school…”

Is Nick Glibbly Having A Laugh?

‘This Christmas Nick Glibbly is appearing in Pantomime at the Df-ingE, where he will play the comedy role of Michael Gove. He has also been nominated for a Derrière Comedy Award at next year’s Edinburgh Festival in the ‘Least Likely Politician To Succeed In A New Career As A Comedian’ category.’

 

Meanwhile, in a far distant galaxy sometime in the not-so-near future that has nothing whatsoever to do with formal education, All Change Please! has recently found itself writing some very different sorts of posts, contributing to a blog site analysing the Beatles’ ‘White’ album, prior to the 50th anniversary of its release in November 1968. If you weren’t there then, or were and don’t remember it, there was definitely something in the air – a real sense of hope that things were starting to change. It was a time of revolution and riot, well at least it was if you were a University student – the rest of the country read about it in their newspapers or watched it in the comfort of their homes on their black and white TVs.

Today the Beatles’ double album is still a remarkable achievement, showcasing the band at the height of its musical creativity, experimenting with the new technology to discover new ways of creating music that matched their subversive multi-layered lyrics. The extraordinary ‘Revolution 9’, which featured a repeated voice saying ‘Number 9’, was strongly influenced by modern classical composer Karlheinz Stockhausen. It was an eight minute collage of sound recordings that today would not stand a snowball’s chance in hell of being included on the latest album of a best-selling, chart-topping globally successful group. As such it is almost certainly the best-selling piece of ‘avant-garde’ music of all time, even if most people tended to skip it after the first listen!

Meanwhile, 50 years later, All Change Please! is still waiting for Revolution Number 1 to start happening in the current education system. It guesses it will just probably have to wait another year…

Image credit: Ian Melbourne93

Playing The GCSE Numbers Racket

The numbers racket is a form of illegal gambling or lottery played mostly in poor and working class neighbourhoods. The punter attempts to pick three digits to match those that will be randomly drawn the following day from sources such as horse races, the stock market, or perhaps even… the new GCSE numbered grading system that now goes from 9 to 1 instead of 1 to 9?

Senior citizen Joe Blogs today celebrated his grandson’s success with his GCSE grades. “He achieved eight grade 1’s!” he boasted to disbelieving friends at the local pub.

“We never expected him to do that well, especially as his teachers kept saying how unsatisfactory his work was, and that he wouldn’t get his E back. Mind you I wasn’t surprised they had confiscated it – I kept telling him not to take drugs into school – but I expect his teachers needed it themselves.”

When I took my exams back in the 1960s I only managed a couple of grade 3’s and a bunch of 5’s. I expect next he’ll be applying to Oxbridge, wherever that is – I’ve never been able to find it on any map. I can’t see him joining this Russell Pop Group thing though because he’s got no musical ability whatsoever.

Apparently he also won’t now need to bother with these daft new Tea-levels. I mean, I know we’re a nation of tea drinkers, but I can’t see why we need a qualification in it. Instead I’ve been told he’ll become a ‘neat’ – whatever that means – but we’ve always insisted he must be smart and tidy at all times, so I would have thought he would be one already.

It’s all thanks to that nice Mr Gove and that Glibbering idiot assistant of his. Without them I’m sure my grandson would have failed all his GCSEs. It’s just a shame he didn’t get to take any practical arts or technical subjects though. At least they might have helped him get a job.”

Meanwhile Emily Posh’s grandmother was in tears:

“We paid all that money to send her to an exclusive private school, and all she got was a string of 9’s. What use is that? In my day, with results like those we’d be lucky to end up as a washroom assistant cleaning toilets.”

However Joe Blog’s grandson and Emily Posh join an increasing list of youngsters now successfully applying to join companies where the human resource managers don’t yet understand how the new GCSE grading system works. Fred Post of ACP Recruitment Ltd commented:

“It’s all a bit confusing, but to be honest we’re not particularly bothered what grades applicants get at GCSE – I mean the last thing we want is someone with academic qualifications coming in and lecturing us on the theory of business management. Not spilling my tea as they bring it to my desk is probably the most important thing I look for in a school-leaver. So, as you can imagine, these new Tea-level qualifications are going to be really helpful.”

A spokesperson for Ofqual stated that changing the GCSE letter grades for numbers in the reverse order “confusing be not would”, and that the easy way to understand them was “734829 549 3355”.

Joe Blog’s grandson’s school was contacted for comment but it was explained that the Multi Academy Trust’s Senior Management Team were currently unavailable as they were all on holiday high as kites on the school’s luxury yacht in the Med.

Now that’s what All Change Please! calls successfully running the numbers racket…

Stripping down STEM

All Change Please! is getting all STEAMed up about the latest government announcement…

Most of us would agree that for the U.K. to survive in an apocalyptic Hard Brexitland future we are going to need considerable expertise in technology and engineering in order to create innovative new products and services to sell to the world. That is, of course, everyone except for the D well and truly f-ing E.

STEM, as all All Change Please! readers will be familiar with, is an acronym for the study of Science, Technology, Engineering and Mathematics. Meanwhile All Change Please! has also long been a supporter of the campaign for the acronym to become STEAM, with the A representing The Arts which are required to enable students to develop skills of creativity and to acquire an understanding of human psychological and emotional needs.

While the US seems to grasp the concept that STEM, or STEAM, involves the necessary study of the relationships between the component subjects involved, here in the U.K. we have consistently mis-understood it simply as the isolated study of the separate academic subjects involved. And, given that Design & Technology typically plays no part in STEM, many of us have often wondered where the missing Technology and Engineering subjects are?

Well at least now we know. According to yesterday’s D no f-ing clue whatsoever about Education announcement:


So if there is no Technology or Engineering in STEM, that leaves us with just Science and Mathematics. Thus, to ensure the government cannot be accused of misleading the country, can we now look forward to the STEM initiative being more accurately renamed as S&M?

All Change Please! can’t wait for the newspaper headlines: