Abstract
The aim of this study is to examine the development of the Scottish National Centres of Excellence in Music from their inception in the 1970s, as well as the impact they have on the students that attend them. The four National Centres of Excellence in music are introduced along with their founding document, Gifted Young Musicians and Dancers, a Report of a Working Group set up to consider their general and specialised education, (the Cameron Report). An overview of the Scottish education system is given, the Scottish music community and its growth in the mid-twentieth century is explored as is the place of music in Scottish identity. Literature relating to the key questions will be evaluated to explore what has already been written about these issues, as well as identifying any areas that are not addressed.
The research methods for this study are primarily qualitative, and these methods and the ethical implications involved in collecting data for the study are described. The first set of data comes from archival documents that track the creation of the Cameron Report and the National Centres of Excellence. The documents show the process of development of education policy in both the 1970s and the late 1990s in Scotland. The remit given to the Cameron Report is discussed. Two of the schools were under threat of disestablishment and the battle to save them is documented. In addition, the rationale behind the choice of attaching the specialist schools to state secondary schools is discussed.
Further data was gathered by survey from students in the NCEs, and from interviews with people who are or have been involved with the NCEs as students and their families, staff, or political figures. The Cameron Report made a series of recommendations into the development and management of specialist music and dance schools. The data gathered is analysed in terms of these recommendations, what they were and whether they have been adopted. These recommendations range from selection of students and appointment of teachers to the quality of education (musical and academic) the students receive.
The impact of the National Centres of Excellence on the students attending them are examined in detail, and the data gathered is further analysed looking at the musical impact as well as academic impact, social inclusion, identity formation and other needs of gifted and talented young musicians. The impact the NCEs have on the students with regards to the academic curriculum and the Four Capacities is also examined.
The impact on the students is valuable. The schools have provided a good academic and music education for the students as well as creating a safe and inclusive space for students, some of whom have been socially isolated. The schools serve as a potential model for the development of a similar system here in Aotearoa-New Zealand.