The Musical Play Framework: A Brief Catch-Up!

Dr Rosie Rushton shares an update on MEHEM UpRising360's 'PMLD Musical Play' strand...

It’s been exciting to see the Musical Play Framework begin to take shape across ten special schools within the MEHEM network. The work represents an exciting step forward in inclusive music education, placing creativity, communication, and playfulness as a priority for people with profound and multiple learning disabilities.

Developed by practitioners working closely with children and young people with profound and

multiple learning disabilities, the Musical Play Framework blends approaches such as Intensive

Interaction (Nind and Hewett, 2006) and responsive, child-led practice with playful music-making. The framework is built on a simple but powerful idea: that meaningful interaction can emerge through shared musical experiences.

Across the region, each participating school identified a dedicated champion, a teacher leading the programme within their setting. Champions came together for a full day of training, where we

explored our own playfulness, what it means to be truly in the moment, and how we can better

understand the 'presentness' of people with PMLD.

Following this training, I visited each school to model the Musical Play Framework in practice,

spending a full day in each setting. In every school three classes took part, allowing the framework

to reach a diverse range of learners and needs. Acting as advocates, problem solvers and 'playfulness prioritisers', champions in each setting are trying to ensure that the framework becomes part of the school’s wider culture. More on that in later discussions…

Musical Play sessions are typically short, responsive, and highly personalised. Staff are encouraged

to observe closely, respond to even the smallest communicative cues, and build playful musical

exchanges using voice, instruments, and movement. The emphasis is not on performance or musical skill, but on connection, playfulness and being present.

Since starting the sessions schools have reported that Musical Play is being delivered music education lessons, communication sessions, extra-curricular activities, or at transitional points in the school day.

What makes the framework particularly interesting is its flexibility and sustainability. The framework is developed for school staff who may not be music specialist, but by investing in teachers as champions and embedding practice within classrooms, the Musical Play Framework moves beyond one-off workshops. It is hoped that this novel approach can build lasting capacity within schools, empowering staff and students to continue and grow the in their music-making and playfulness.

Playful pondering:

A few questions so far…

- Does where we place Musical Play change our own professional understanding and

expectations?

- How and who are we identifying people with PMLD?

- Can the Framework meet the needs of learners with complex needs and autism?

Dr Rosie Rushton is a music facilitator and researcher based in the West Midlands, working as a specialist in music provision for individuals with learning disabilities. We are really chuffed to work closely with her on the PMLD strand of MEHEM UpRising360. https://www.rosierushton.co.uk/

Nind, M., & Hewett, D. (2006). Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction (2nd ed.). David Fulton Publishers. https://doi.org/10.4324/9780203462409