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Newsletter > Scottish Music in Primary Schools by Claire Hastings

Scottish Music in Primary Schools by Claire Hastings

Screen-Shot-2015-03-05-at-19.03.03I have just finished another fantastic term teaching Scottish music in Dumfries and Galloway primary schools. The project is funded by Creative Scotland’s Youth Music Initiative (YMI), and co-ordinated by Fèis Rois, and ensures every primary school in D&G receives one session per week for 6-8 week blocks. The project aims to give pupils a positive, vibrant, introduction to traditional music and song, and allows them to learn a new instrument. I have been tutoring for over a year now, and have worked in schools all over the region, from Drummore to Langholm! Schools get the option to learn traditional song, songwriting, tune writing, group music, accordion, whistle and ukulele. Although not a traditional Scottish instrument, I am pleased to see the introduction of ukuleles into schools. It is a cheap, accessible instrument, and relatively easy to play. From lesson one, most pupils can play one, if not two chords. It is perfect for little fingers, and doesn’t require sterilizing – unlike my first primary school instrument: the recorder! (And perhaps a little easier on the teacher’s ears) The ukulele has also been a fantastic tool for getting children excited about music, and for teaching accompaniment to Scots and Gaelic songs. Another aim of the project is to bring Gaelic and Scots language to the classroom. As a previous pupil from Dumfries and Galloway, I can truthfully say I didn’t know a word of Gaelic until I went to university, and wasn’t even aware that Scots was a recognized language. When I began working for Fèis Rois, I found that many children were the same. This demonstrates to me how important the project has been in the region, and how important Scottish music education is in primary schools throughout Scotland. It has been a pleasure teaching the children about Scottish music and language, and getting them excited about it. I do hope it has a lasting impact.

Claire Hastings
http://www.clairehastings.com

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