SJF EDUCATION REVIEW: APPENDIX 6:
1. Local Authority Survey 1.1 Introduction This section provides analysis of the survey completed by relevant contacts within local authority music services. The survey sought to gather the best up-to-date information on everything happening in Scotland’s schools and school music services. EKOS sent the survey by email to all 32 local authorities across Scotland. In total we received responses from 18 local authorities, which represents a response rate of 56%.
1.2 Background Table 1.1 shows the different local authorities that responded to the survey. Table 1.1: Local Authority Local Authority Renfrewshire Highland Aberdeenshire Falkirk South Ayrshire North Ayrshire Angus Inverclyde West Lothian City of Edinburgh Midlothian Moray Dundee Clackmannanshire Fife Glasgow West Dunbartonshire Council Stirling 1
In total, there are 1,251 mainstream primary schools across the 18 local authority areas, giving an average of 70 per authority area. There are 14 specialist primary schools across the six local authorities that provided a response. There are 218 mainstream secondary schools across the 18 local authority areas, an average of 12 per local authority area. There are 20 specialist secondary schools across the eight local authorities that provided a response. In addition Glasgow reported that there are an additional 52 specialist primary and secondary schools in the Local Authority but were unable to provide a split between the two. As shown in Table 1.2, there are a total of 172,756 children at primary school and 143,258 children at secondary school across the 15 local authorities that provided a response. This equates to an average of 11,517 at primary and 9,550 at secondary school in each of the local authority areas. Table 1.2: Number of Children at school in each authority Primary
Secondary
Lowest no.
3,820
2,870
Highest no.
26,444
21,027
Average
11,517
9,550
Total no
172,756
143,258
N=15, 3 did not provide a response
1.3 Extent of Jazz Education in your Authority Of the 18 respondents, the majority (15, 83%) reported that in their local authority they do teach jazz music, either as a specific genre, or as part of mainstream music tuition. The three local authorities that do not (Renfrewshire, South Ayrshire and Midlothian) provided the following reasons for not undertaking jazz education: 
lack of specialist staff;

due to time and financial constraints; and

methods of teaching are devolved to individual teachers, but there are no specific programmes in place.
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For those that do not teach jazz music in their authority, the questionnaire ended at this point. The following questions were only asked to the 14 authorities that do teach jazz music. The majority of respondents (11, 78%) reported that there is no specific plan for jazz education within their local authority (Figure 1.1). Figure 1.1: Do you have a specific plan for jazz education within your authority? 12
11
10
8
6
4
3
2
0 Yes
No
N=14, 4 did not respond
In total, four respondents were able to provide details on how many primary schools in their local authority undertake jazz education. This totalled 299 schools across the four areas (ranging from 20 to 151 schools). In total 118 secondary schools across 12 local authority areas undertake jazz education (ranging from four to 17 schools). Only three respondents were able to provide information on the number of regular class music lessons that are dedicated to jazz education within the authority per annum. This ranged from one to 115 – and gave a total of 209. In addition, another respondent said that there are weekly jazz sessions in their local authority but they were unable to quantify this. Five respondents were able to provide information on the number of small group or 1-2-1 teaching sessions that are dedicated specifically to jazz education within the 3
authority per annum. This ranged from two sessions to over 100 – and gave a total of 220 sessions. Five respondents provided information on the number of teaching hours per annum spent on class music lessons and group/1-2-1 sessions and this ranged from 40 hours to 120 hours and equated to a total of 447 hours per annum. In total, four respondents provided information on the total number of primary pupils involved in jazz education in their authority. This ranged from 20 to 1,000 pupils, with a total of 1,360 pupils involved in it. Ten respondents provided information on the number of secondary pupils involved in jazz education and this range from 19 pupils to 1,500, and in total 3,065 secondary pupils are involved in jazz education across the ten local authorities.
1.4 Delivery of Jazz Education in your Authority All of the respondents deliver jazz education in their authority through peripatetic music teachers, and virtually all also deliver it through school music teachers. Table 1.3: Who delivers jazz education in your authority? Number
%
Peripatetic music teachers
11
100%
School music teachers
9
82%
Musicians
6
55%
N=11, multiple responses allowed
Only four respondents were able to provide details on the number of school music teachers within their authority skilled in and capable of teaching jazz and this ranged from three to 10, and gave a total of 22. Eleven respondents provided information on the number of peripatetic teachers within their authority skilled in and capable of teaching jazz and this ranged from two to 30. In total across the eleven respondents, 104 peripatetic teachers are skilled in and capable of teaching jazz. The respondents were also asked how many jazz musicians there are within reasonable reach of their authority who are skilled and capable of teaching jazz to school children and in total seven provided a response. The number of jazz musicians ranged from one to 20, and in total there were 62 across the seven local authorities. In addition, one respondent noted that there are a large number of jazz 4
musicians within reasonable reach of their authority but they were unable to quantify this. Two thirds of the respondents (36%) agree that there are gaps in the knowledge/skills/attitudes of jazz musicians in/around their area in respect of jazz education, and 43% don’t know. Figure 1.2: Are there any gaps in the knowledge/skills/attitudes of jazz musicians in/around your area in respect of jazz education?
45%
43%
40% 36% 35% 30% 25%
21%
20% 15% 10% 5% 0% Yes
No
Don't know
The main way in which jazz is taught across the local authorities is through out-ofhours provision (92%), followed by being part of mainstream class music lessons (58%), see Table 1.4. Table 1.4: How is jazz taught in your authority? Number
%
Mainly through out-of-hours provision
11
92%
Part of mainstream class music lessons
7
58%
Other
3
25%
Visiting outside professionals
2
17%
Specific jazz lessons within regular school time
3
25%
N=12, multiple responses possible
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Most jazz education in Local authorities covers both history and appreciation of the genre (Table 1.5). Table 1.5: Does this jazz education cover history and appreciation of the genre or is it solely practice-based? Number
%
Yes – both
10
67%
No – practice based only
4
27%
Don’t know
1
7%
Total
15
100%
Jazz education across the majority of authorities (80%) provides opportunities for wider improvised playing (Table 1.6). Table 1.6: Does jazz education in your authority also provide opportunities for wider improvised playing? Number
%
Yes
12
80%
No
3
20%
Total
15
100%
All of the respondents (except one) stated that they have set-piece jazz groups/ensembles within their authority, see Table 1.7. Table 1.7: Are there set-piece jazz groups/ensembles within your authority? Number
%
Yes
14
93%
No
1
7%
Total
15
100%
Those that said there are set-piece jazz groups/ensembles within their authority were asked how these are structured and Table 1.8 shows the responses.
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Table 1.8: How are the set piece jazz groups/ensembles structured? Number
%
Within the schools
9
69%
Outwith school for the whole authority
8
62%
Outwith school for a part of the authority
2
15%
Other
2
15%
N=13, multiple responses allowed
The most common way in which the set piece jazz groups/ensembles are structured is within the schools (69%). The respondents were asked how many set-piece jazz groups/ensembles of all categories there are in their authority area and in total 12 were able to provide a response. This ranged from one to six and equated to a total of 39 jazz groups across the 12 local authorities. Some 40% reported that there is some form of jazz education taking place within the primary schools in their authority, whilst a third said that there is not (Table 1.9). Table 1.9: Is there any form of jazz education taking place within the primary schools in your authority? Number
%
Yes
6
40%
No
5
33%
Don't know
4
27%
Total
15
100%
The six respondents that said there is jazz education taking place within the primary schools in their authority were asked to describe it and the responses are as follows:
elements of jazz style will feature in the work of visiting expressive arts team music teachers;
there are some primaries who may have individual teachers interested in jazz and pass on some knowledge;
from next year – the whole class will be teacher led, CPD involved and material and support will be provided;
the Sound Start Programme on Cumbrae involves pupils working on a Jazz programme with their instrumental teacher. This covers pupils from P4-7 7
who are all playing wind instruments or percussion. It is a mixture of set music and improvisation;
in Stirling, the whole class, led by Specialist Teacher of Music would lead sessions for 30 minutes involving mainly the glockenspiel, voice and untuned percussion;
also music tuition and jazz education on instruments such as trombone, saxophone, trumpet and flute was provided though Stirling’s music tuition scheme; and
a fully comprehensive programme of jazz education has been delivered by Richard Ingham and Richard Michael. The programme has been devised by Justin Brook and presently it is a one-off programme which is delivered to all schools
Most of the respondents (69%) reported that there are no predefined pathways for jazz education from primary to secondary school and beyond within their local authority (Table 1.10). Table 1.10: Are there predefined pathways for jazz education from primary to secondary and beyond? Number
%
Yes
3
23%
No
9
69%
Don’t know
1
8%
Total
13
100%
The majority of respondents (11, 79%) have links with external providers of jazz and 1
the most commonly cited are listed below :
1
RSAMD: (6);
NYJOS: (5);
Tommy Smith Youth Jazz Orchestra: (2);
Strathclyde Youth Jazz Orchestra: (2);
SNYJO: (2
SNJO: (2); and
Note: multiple responses possible
8
Aberdeen Jazz Festival:
Stirling Youth Jazz Ensemble;
Toolbooth; and
Glasgow Improvisers Orchestra
As shown in Figure 1.3, the majority of respondents (85%) agree that jazz education is very important/important within music education in their authority. Figure 1.3: Overall, how important is jazz education within music education in your authority?
70% 62% 60% 50% 40% 30% 23% 20%
15%
10% 0%
0%
0%
Not very important
Not important at all
Don't know
0% Very important
Important
Neither/nor
N=13
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