Richard York, Education Music/History Workshops

Return To Home Page

WORKSHOPS FOR SCHOOLS AND MUSEUMS
	Based on National Curriculum guidelines... QCA aware, and seen and approved by OFSTED! Medieval, Tudor and Victorian periods. Where? Midlands/East Midlands: Northants, Leics., Beds., Bucks., Warks.,Brum., Oxon., are all fairly easy. Herts, London, Lincs., S.Yorks and a few others are all regularly on the list. I also travel to Carlisle & Dover & other far flung corners, but not every day!

Hands-on, memorable, workshops offering informed enthusiasm and activity for -
VICTORIANS Normally K.S. 2 for groups of up to 60, half or whole day sessions;	TUDORS Normally K.S. 2 for up to 60, half or whole day sessions;	MEDIEVAL Normally K.S.3 for up to 30: 2, 3 or 4 sessions a day.

"This was real education, I felt privileged to watch." (to parents after children's presentation) Jane Olner, Acting Head, Paddox Jnr School, Rugby (quoted by permission)
"Richard, we have many visitors to our school, but you're in a class of your own - come back next year." Matthew Heasman, dep. head, Dollis Jnr. School, North London. (quoted by permission)	"One of the [year 6] boys told me at lunchtime that this was the best day of his life in school." Mrs. T. Cunningham, Head Teacher, Ringstead CEP school, speaking to parents at the end of my masque workshop. (quoted by permission)
"Very inspiring! The children were totally captivated throughout the day. ... Children, parents, and staff alike went on talking about the day long afterwards." M. Wiggs, teacher, Applecroft School, Welwyn Garden City, after Victorian day.(quoted by permission.)

	I bring workshop sessions into schools and museums across many parts of England, the majority being repeat bookings and personal recommendations by places I've visited. I am a qualified teacher with 17 years' experience before my present career, which I have followed for over 12 years now.
I'm grateful to many schools for the photos used here, taken over many years, and in many places. Originally I politely named the schools. Since there are concerns about published images of children they are now anonymous. If you feel your school is too recognisable, please let me know & I'll remove your pictures. This image of 2 boys enjoying my Victorian workshop is reproduced by permission.

SO, why should you want to book me for a workshop? What can it do for your school or museum?

And is historical music that important anyway?

Teachers often tell me children learn more in one of my workshop sessions than in weeks of ordinary work, and they remember it longer.
- and while music is my point of entry I use it as a hook for a LOT of other historical details.

COST - while I don't come cheap, my fee is less than many a coach trip out, and because I come to your school/museum I generally start as soon as you're ready, rather than having travelling time cutting into your day. I hate to push this, as trips out are enormously valuable, but costs are getting ever more relevant.
...And you don't get children being sick/losing their expensive souvenir pencil sharpeners/annoying the driver, etc.!

As an experienced B.Ed. I have skills in both group and individual management and teaching. I also have story telling skills. Children, and adults, really do listen, and sustain attention. I know from experience and what teachers tell me that they remember a lot of what they hear and experience.

My sessions bring a richness of experience, between listening, watching, and joining in a mixture of music, drama, dance and interaction.

I bring a quite exceptional collection of instruments, especially for the Tudor and Medieval periods, many of which, in these two periods, are for hands-on use by participants.

Music is a major creator of atmosphere and emotions.
Music of a period animates recreations of that period - I put, "brings history to life" into my logo because so many people used it in response to my playing. A creative link to the culture which produced it, it assists understanding of that culture, even in ways not easily expressed in words.

Music is shaped by art and by currently available technology. Learning about music and its instruments increases understanding of period technology; and I do explain how the instruments work!
- and in the case of Tudor and Medieval sessions, most of the children will have the chance of getting their hands on good replicas and playing them. During Victorian sessions they'll see the real thing.
I bring other relevant artefacts too.

Songs are a good introduction to a period's language.
When I use drama as well, period language is part of the day's experience.
Music, dance, and dramatic situations are put into context, so that social history is implicit in the activities.
- from teacher evaluation, in response to question"Will you be able to make cross-curricular use of this work?" -
Yes: history, geography, art, music, drama, maths, English!"
I would also add the possibility of technology, P.E., & R.E.

Children regularly enthuse about their experience of my sessions - and enthusiastic children learn and remember better. I find that when listening, they often sit remarkably still and quiet - a sign of involvement.

Advance Resource Pack with background information, preparation details, with CD audio resource.
My Tudor and Victorian packs come with a Literacy Resource;
Half or whole day session for each group in Tudor & Victorian period work.
Medieval sessions are for up to half a day with each group.
I bring instruments, artefacts, and enthusiasm!
I wear good quality period style clothes for each period.
MUSICAL ARRANGEMENTS enable so-called non-musicians to succeed alongside more capable players. If there's nobody in school who can play - it still works!
I now have enhanced CRB clearance for working with children. (Feel free to ask me to bring it with me.)

YOU CAN:- read this General Introduction to Workshops, or

Go Straight to workshop information by Period

Whatever the subject, participating children will be involved in many ways:
Listening - not only to music & information about that, but to many details about the society which produced it. Here they're listening to a story told in Tudor-style English - they soon get used it & are generally quite proud of their new understanding.

Playing - sometimes my instruments, sometimes parts on for example recorders which they have rehearsed in advance:

They'll be bringing stories to life through drama:

A Workhouse Board interviews a pauper

Dance & Drama may combine, and there's often a chance for an audience to come and see the results:

	... And preparing a drama in one day for an audience is an extremely good exercise in social responsibility. Teachers often comment on how the children pull together and co-operate; also on the way in which sometimes children shine in new and unexpected ways.

Return To TOP

What did they say about it?

These are typical extracts from the many letters and teachers' evaluations I regularly receive.
"I did not have a favourite part because I liked it all."	"My favourite part was when we were allowed to play on the Tudor instruments. The battle was very cool it was the best day ever."	"I enjoyed playing the drum for the kings army. I found the drum to be very loud and frightning, this must have helped the army look strong and fearful to the enemies. I have learnt a great deal about the tudor way of life. My dad and my nan would like to thank you for a wonderful afternoon."
"I think all the adults enjoyed it thoroughly and the children? we... LOVED IT!"	Dear Master Dikin, I thank thee for coming to our humble school. My favourite instruments were thy bagpipes. Thou art much talented in the art of music. I thank thee mightily for showing us the Tudor life. They dress was plane but interesting because thy had to strap thou hose to thou shirt. Thy servant Alison"	"After Tudor day I thought I really was a tudor"
From teachers' evaluations "The mix of listening, information and active participation was excellent..." "The literacy resource was very useful. It became the basis for a week's work." "Presentation was lively and well paced. ...Children became eager to join in." "Cross curricular links? - yes - English, History, Art, R.E." "High level of engagament - both children and staff!" "I must admit I started off very sceptical, but I have to admit I was truly well impressed!"

For More Information - click on the Musician of the period of your choice...

Medieval

Tudor

Victorian

Booking details

MEDIEVAL... or if you prefer, Mediaeval!... Sessions

These workshops are designed for Key Stage 3 pupils and take half a day. A pilgrimage theme leads to various social and musical situations, and a wide range of information. Try to understand the medieval mind; play satisfyingly loud music!
For example, discussion of the local lord's house includes the music he'll hear, some of his rights & responsibilities, lifestyle, his wife, their eating habits...
My approach to K.S. 3 reflects a degree of sophistication, different from the Key Stage 2 approach, so that they regularly end up playing and dancing with enthusiasm.
Group Size for participation - normally c. 30, though a lecture-recital to larger groups can be made.

TUDOR SESSIONS

These currently come in two flavours. Both involve the children very actively in listening, participating, learning and enjoying themselves. Both involve my unreasonably large collection of reproduction Tudor instruments; both involve much hands-on work.

Version 1

...sees me dressed in period clothes, but acting as a modern-day guide through the activities.
The session is a mixture of listening, dancing, playing, singing, and fitting it all in to Tudor society.
This is a half-day session. Up to 60-ish children may take part, and with such numbers most, & sometimes all, get a go on playing something.

VERSION 2

...is an intensive and thoroughly enjoyable all-day event, again for up to 60-ish.

The children meet a Tudor musician, who is convinced it's 1546, and they have to rehearse a masque for a distinguished visitor, to be ready that afternoon.
There follows a range of activities, which include:

Playing authentic music on reproduction instruments, and school instruments where appropriate
meeting and learning about a further range of instruments
singing
acting
dancing period dances
learning a flavour of Tudor English
picking up anecdotes and clues about Tudor society
concentrating and enjoying it
and co-operating as a team to produce the goods when the audience and the Guest arrive.

VICTORIAN SESSIONS

- a veritable cornucopia of activity and paraphernalia, for groups of up to about 60.
Both half & whole day sessions are based on a number of well researched dramatised scenes reflecting some of the levels of Victorian society, with an obvious slant on children's experience throughout.
The following topics are normally included:

Discussion of working conditions;
Reference to street language;
Street life, low & high, from low traders to toffs;
The Respectable Parlour, servants, a ballad round the pianoforte and a hymn.

The half day session also includes either:

The Workhouse; or
The school

The whole day session gives more time to these scenes, and adds a visit to

The Music Hall;
and may include
Children's street games

and more. Put them together with song and and make a presentation.
Invite an audience if you wish - parents are welcome to watch.
There's a new Victorian workshop currently emerging, (Spring 2007) I hope to get more details up soon - but see Major Horton's link from my home page, for it involves him closely!

Please e-mail me Richard York me for more booking information.