@phdthesis{discovery10020529,
          school = {Institute of Education, University of London},
           title = {An investigation into partnerships between professional orchestras and schools with particular reference to the perception of teachers},
            year = {2007},
            note = {Thesis: (EdD) University of London Institute of Education, 2007.},
          author = {Williams, Frances Carey},
             url = {http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.535724},
        abstract = {The purpose of this study was to investigate how partnerships between
professional orchestras and schools worked with particular reference to the
perceptions of teachers. Much has been written about the effects of these
partnerships on orchestras and orchestral musicians, however, there has been
little research regarding teachers' perceptions of the work and the effect it might
have on them. At a time when orchestras are fighting for survival and there is a
shortage of music teachers in schools, collaboration is seen to be beneficial to all
parties. But what do teachers think?
A historical survey of the work of orchestras in education provided a context for
the research. A sample of schools representing different phases which had
experienced projects from a range of orchestral collaborations during 2002/2003
provided three cases as contexts for investigating the teachers' perceptions.
A multi-method approach was used employing both quantitative and qualitative
techniques. A small-scale survey using self-administered questionnaires with
closed and open questions was undertaken, followed by semi-structured
interviews based on the questionnaire.
Although teachers overall viewed professional orchestral musicians working in
schools positively they identified a range of issues. These included the lack of
value placed on the role of the teacher, and a lack of recognition of protocols
such as Child Protection. Some projects left teachers feeling sidelined and
deskilled. When projects worked well they were seen as an excellent resource.
3
It was seen as important to leave a legacy and maintain an on-going relationship
with the orchestra. Good practice was identified and implications for further
practice and research discussed with suggestions for the development of the
professional musician/ music teacher partnership.}
}