A study of teacher confidence in teaching music within the context of the introduction of the Foundation Phase (3–7 years) statutory Education Programme in Wales

Abstract

This paper examines teacher confidence in teaching music within the context of the introduction of a Foundation Phase ‘curriculum’ in Wales for pupils aged 3–7 years. This involved a move away from music as a single subject to being part of creative development. The findings are based on a small-scale study of 12 teachers from four primary schools in south Wales. The findings illustrate that teacher confidence has improved since the Foundation Phase was introduced. The language used in the new documentation was a contributory factor as teachers found it more straightforward to understand what they were expected to do, and being able to combine music with other topics made it easier and more enjoyable to teach music. As a result, music (both indoors and outdoors) is a more regular occurrence and has become liberated from its perceived single subject status with the associated confidence issues.