ENHANCING LEARNING EXPERIENCES AND TRANSITION INTO HIGHER EDUCATION: UTILISING UNDERGRADUATE MUSIC STUDENTS WITHIN WIDENING PARTICIPATION WORKSHOPS

This presentation will disseminate the process and framework for providing alternative schemes of subject skill application and development through the employment of undergraduate music students in delivering Widening Participation workshops. This paper suggests that by utilizing Level One Music students within Widening Participation projects, as activity/workshop leaders rather than student ambassadors, the student is not only able to develop useful skills, they are also empowered personally and academically thereby enhancing the learning experience and aiding transition into the HE learning structure.
The wealth of cultural diversity that Widening Participation has arguable delivered to the University can serve to increase creativity within the academy but it is problematic as the curriculums are, I suggest, not developing sufficiently to cope with this diversification. Music, for example, must now respond to the the range of youth music projects which have encouraged formalised learning of Beat-boxing and DJ’s. This has led to increased applications from non-traditional musicians wishing to train and study at university but no-where in our traditional music curriculums can we suitably support these types of musician. With the need to provide not only academic and in Music, creative and music skills, but also work-based transferable skills how can we as educationalists provide suitable vehicles for students that both enhance their learning experiences and allow them to utilise their skills in a manner appropriate to both the academy and work based skills development?
Widening Participation’s general aim of engaging with ‘under-represented communities in order to prepare them for HE…’ also offers a wide range of opportunities to enhance undergraduate learning experiences. This paper outlines this as a potential opportunity to aid Year One undergraduates in their personal establishment within the university. The conceptual basis of this paper examines the role Widening Participation projects can have on the Level One student experience: not from the position of the students as receivers of Widening Participation projects but as active leaders within workshop formats. This paper argues that by encouraging students to participate as leaders within projects and workshops, they are exposed to contexts outside the academic realm with which they are adjusting to and develop additional skills in applying their subject-based knowledge to younger students. This learning context gives the undergraduate students a platform to develop skills in working with people and to develop their own application of their subject specific knowledge to specific work based tasks. It also gives students the opportunity to try out the new learning styles they themselves have been engaging with as Freshers. The presentation will include both the theoretical framework and feedback from students who have participated in this work.
Giving Year One students the platform to inspire younger students is not only morale boosting but also allows the student to see their specific subject area applied in a practical context. It broadens the learning context and gives a sense of purpose and applicability to their study. Although this paper relates to the Music subject area, it is suggested that this approach is transferable to other subjects.