Dr John Cornwall | Canterbury Christ Church University (original) (raw)
Books by Dr John Cornwall
This book traces a substantial four-year project that applied the principles of therapeutic educa... more This book traces a substantial four-year project that applied the principles of therapeutic education in one school setting and exposed how current educational contexts actually contribute to disaffection and disruption of young people's learning.
The authors propose a practical model of school and curricular experience, based on therapeutic relationships, that has led to outstanding positive results in school development. With suugestions throughout for tried-and-tested strategies that really work, this book will help professionals turn troubled young people's experience of education from the nightmare it often is, into an adventure with positive results for lifelong learning.
Pressure, stress and children's behaviour at school Do we put up with too much stress and pressur... more Pressure, stress and children's behaviour at school Do we put up with too much stress and pressure as part of our everyday lives, in schools, at home and in the adult world of work? Is stress a necessary part of our lives and, if so, how much is necessary? Why is stress generally regarded as an adult thing? Is it, and should it, be a part of children's lives? What effect does stress in schools and classrooms have on children's learning and future achievements? Where is the dividing line between acceptable challenge and overwhelming pressure? Is academic attainment a true indicator of future success or happiness? What effect does academic pressure have on children's long term health? Going to school can be enlightening or damaging for children and young people and there are whole batteries of questions associated with stress, pressure, children's health, development and learning.
This series about individual education plans (IEPs) focuses on significant areas of SEN. It provi... more This series about individual education plans (IEPs) focuses on significant areas of SEN. It provides key principles, institutional self-reviews, and ideas for action with additional photocopiable INSET activities sheets and case studies. The series considers IEPs as a mechanism for involving the whole school in the implementation of inclusive educational practice. Each book in the series adopts an educational model in which schools can develop integrated approaches and in which IEPs should have a genuine impact on children's learning and behaviour. This volume focuses on emotional and behavioural difficulties.
This text forms part of the series outlining the principles of IEP planning and practice, with re... more This text forms part of the series outlining the principles of IEP planning and practice, with reference to pupils who have physical disabilities or medical conditions. The challenges and opportunities are considered in the following issues: how can teachers develop a truly educational perspective to deal with the demands of traditional medical approaches, disability rights and social responsibility?; what is the role of IEPs in ensuring true equality of opportunity and entitlement through an individualised programme?; what kind of targets are required and how can an educational balance be achieved in collaboration with health and other services?; and what systems in school are necessary to support effective IEPs in this area and what kind of training is needed to implement them?. The text provides ideas and activities to support institutional self-review and development which are produced in a photocopiable format.
Activities by Dr John Cornwall
People skills, behaviour for learning and success, advanced communication skills and inter-person... more People skills, behaviour for learning and success, advanced communication skills and inter-personal skills for teaching and coaching, wellbeing, organisational change, assertiveness, stress and conflict management. ScopE4Learning promotes the 'human face of business, education and care' through publications, group and individual training, and organisational Consultancy support.
Not everyone wants to study Aikido as a martial art, however everyone can benefit from Aikido pri... more Not everyone wants to study Aikido as a martial art, however everyone can benefit from Aikido principles and movements in my specially developed workshops and activity sessions. My experience in working with people with disabilities and health problems has shown that modified Aikido practices and coordination activities have very beneficial therapeutic effects of many kinds including confidence building. These include physical wellbeing in keeping joints supple, compensating for joint problems, maintaining muscle tone and good coordination.
The natural movements of Aikido provide mild aerobic exercise and stimulation to the internal organs. There are also many associated benefits such as enhancing mental flexibility and capacity, developing confidence and providing a platform for constructive social interaction and engaging positively with others. In addition, it is a form of activity that people enjoy immensely where barriers to engagement and participation are less evident and can be overcome in a shared experience.
Welcome to Music4Wellbeing ... a network of community musicians and therapeutic practitioners com... more Welcome to Music4Wellbeing ... a network of community musicians and therapeutic practitioners committed to improving the quality of life and learning for all who join in our workshops and learning programmes. Our experience in working with children and young people as well as with older person’s care contexts and with people experiencing learning and other disabilities has shown that music; singing and associated creative activities clearly have very beneficial social, emotional and therapeutic effects of many kinds. These include physical wellbeing, enhancing social and emotional communication and self-expression, confidence and providing a platform for positive social interaction and making new friends. In addition, it is a form of activity that people enjoy immensely where barriers to engagement and participation are less evident and can be overcome in a shared experience.
Doctoral Research by Dr John Cornwall
Papers by Dr John Cornwall
David Fulton eBooks, 1998
How to use this book So what's so difficult about 'Behavioural' IEPs? IEPs and EBD As... more How to use this book So what's so difficult about 'Behavioural' IEPs? IEPs and EBD Assessment and identification Target setting and strategies Coordination and monitoring Involving the learner Parental involvement Training and continuing professional development References and sources.
Routledge eBooks, Oct 28, 2013
Choice and opportunity pupil's and student's learning the National Curriculum and resourc... more Choice and opportunity pupil's and student's learning the National Curriculum and resource development teaching and curriculum differentiation school management.
Routledge, May 24, 2013
The author hopes that reading this chapter will enable a historic perspective to be seen. Writte... more The author hopes that reading this chapter will enable a historic perspective to be seen. Written in 2003 (it is now 2025) it aimed to contribute to the development of a rational and broad view of the way in which you support pupils and students experiencing physical or sensory disabilities. Throughout the chapter the ideas and statements will be related to the Professional Standards for Higher Level Teaching Assistants (TTA, 2003). To start with we need to look at some more ‘official’ definitions of disability and impairment. All of us have our own view of disability and work done with over 200 teachers and teaching assistants has elicited a tremendous variety of responses (Cornwall, 1995) to the question “What is the difference between the words impairment, disability and handicap?” The answer depends upon your own definition of disability or your understanding of the current definitions. Often people’s perceptions of these differences reflect in their use of language to describe the phenomena of disability intertwined with descriptions of individuals. They become one and the same and hence reflect many unclear views about disability and ambiguous feelings about disabled people.
Choice, Opportunity and Learning, 2018
FORUM, 2013
This article examines whether or not teachers working in an inherently exclusive education system... more This article examines whether or not teachers working in an inherently exclusive education system can in fact be 'inclusive teachers'. The author draws on work done over the past three years in a pan-European Teacher Education project highly committed to notions of social and educational cohesion and equity, and challenges both fixed and hierarchical notions of ability, valuing all learners equally. The development of a pan-European Profile of Inclusive Teachers serves as an indirect challenge to the legitimacy of politicians and executive bodies in England for lack of cohesion and failing to establish some kind of equity and inclusion for young people.
Young Children Learning
Pressure, stress and children's behaviour at school Do we put up wit... more Pressure, stress and children's behaviour at school Do we put up with too much stress and pressure as part of our everyday lives, in schools, at home and in the adult world of work? Is stress a necessary part of our lives and, if so, how much is necessary? Why is stress generally regarded as an adult thing? Is it, and should it, be a part of children's lives? What effect does stress in schools and classrooms have on children's learning and future achievements? Where is the dividing line between acceptable challenge and overwhelming pressure? Is academic attainment a true indicator of future success or happiness? What effect does academic pressure have on children's long term health? Going to school can be enlightening or damaging for children and young people and there are whole batteries of questions associated with stress, pressure, children's health, development and learning.
Prévenir l'exclusion scolaire et sociale des jeunes, 2005
Ce chapitre traite de la formation continue universitaire et post-universitaire des enseignants. ... more Ce chapitre traite de la formation continue universitaire et post-universitaire des enseignants. Il est centre plus particulierement sur les professeurs qui travaillent avec des jeunes demotives et decrocheurs par rapport a toute forme de realisation scolaire. Ce faisant, il explore aussi les voies par lesquelles des projets de recherche-action a petite echelle ont un effet positif sur tout le developpement et les progres scolaires des eleves.Le but d’une telle recherche des praticiens est de repondre a un ensemble de questions de base sur la nature des etudes scolaires et sur ses relations avec le developpement personnel et social des individus. Son analyse permet aussi de mettre en evidence quelques differences entre les systemes educatifs anglais et francais. Les projets de recherche des enseignants dans leur etablissement traduisent leur conception des pratiques professionnelles, de l’atmosphere de la classe, des tensions entre les attentes scolaires et les besoins individuels ou les difficultes des eleves. Finalement, la recherche-action par les membres du personnel de l’etablissement accroit leur savoir professionnel et ameliore leurs pratiques relativement a la motivation des eleves perturbes et perturbateurs dans les salles de classe.Les resultats de ces projets de recherche a petite echelle jettent des lumieres sur la conformite du comportement attendu et sur les relations entre les etablissements scolaires et leurs « autorites locales ». Dans ce cas, l’Universite joue le role de donner aux enseignants les moyens de s’interroger sur « l’opinion la plus repandue » et sur ce qui constitue une bonne pratique d’enseignement au sens large.
Emotional and Behavioural Difficulties, 2000
Introduction: Why the need for this discussion? This paper sets out to challenge some of the assu... more Introduction: Why the need for this discussion? This paper sets out to challenge some of the assumptions underlying current guidance and strategies for physical restraint in schools. Teachers and managers are worried about the consequences of violence and extreme behaviour in schools. All of us lack confidence in dealing with these problems because they have not yet been set on a firm ethical and psychological footing. The threat of the medico-legal system and the demands of social accountability that surround teachers and schools is such that too many assumptions have been made about what is on offer. Short term training 'packages' have been accepted without sufficient questioning of their provenance and schools are currently reaping the whirlwind in terms of staff subjected to litigation and disciplinary procedures not to mention damaged young lives that deserve a more rigorous professional response. This paper deliberately throws up questions, challenges some key assumptions and hopes to encourage further practical research and improve the quality of debate and training.
London: …, 2006
The views expressed in this report are the authors' and do not necessarily reflect those of the D... more The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills.
This book traces a substantial four-year project that applied the principles of therapeutic educa... more This book traces a substantial four-year project that applied the principles of therapeutic education in one school setting and exposed how current educational contexts actually contribute to disaffection and disruption of young people's learning.
The authors propose a practical model of school and curricular experience, based on therapeutic relationships, that has led to outstanding positive results in school development. With suugestions throughout for tried-and-tested strategies that really work, this book will help professionals turn troubled young people's experience of education from the nightmare it often is, into an adventure with positive results for lifelong learning.
Pressure, stress and children's behaviour at school Do we put up with too much stress and pressur... more Pressure, stress and children's behaviour at school Do we put up with too much stress and pressure as part of our everyday lives, in schools, at home and in the adult world of work? Is stress a necessary part of our lives and, if so, how much is necessary? Why is stress generally regarded as an adult thing? Is it, and should it, be a part of children's lives? What effect does stress in schools and classrooms have on children's learning and future achievements? Where is the dividing line between acceptable challenge and overwhelming pressure? Is academic attainment a true indicator of future success or happiness? What effect does academic pressure have on children's long term health? Going to school can be enlightening or damaging for children and young people and there are whole batteries of questions associated with stress, pressure, children's health, development and learning.
This series about individual education plans (IEPs) focuses on significant areas of SEN. It provi... more This series about individual education plans (IEPs) focuses on significant areas of SEN. It provides key principles, institutional self-reviews, and ideas for action with additional photocopiable INSET activities sheets and case studies. The series considers IEPs as a mechanism for involving the whole school in the implementation of inclusive educational practice. Each book in the series adopts an educational model in which schools can develop integrated approaches and in which IEPs should have a genuine impact on children's learning and behaviour. This volume focuses on emotional and behavioural difficulties.
This text forms part of the series outlining the principles of IEP planning and practice, with re... more This text forms part of the series outlining the principles of IEP planning and practice, with reference to pupils who have physical disabilities or medical conditions. The challenges and opportunities are considered in the following issues: how can teachers develop a truly educational perspective to deal with the demands of traditional medical approaches, disability rights and social responsibility?; what is the role of IEPs in ensuring true equality of opportunity and entitlement through an individualised programme?; what kind of targets are required and how can an educational balance be achieved in collaboration with health and other services?; and what systems in school are necessary to support effective IEPs in this area and what kind of training is needed to implement them?. The text provides ideas and activities to support institutional self-review and development which are produced in a photocopiable format.
People skills, behaviour for learning and success, advanced communication skills and inter-person... more People skills, behaviour for learning and success, advanced communication skills and inter-personal skills for teaching and coaching, wellbeing, organisational change, assertiveness, stress and conflict management. ScopE4Learning promotes the 'human face of business, education and care' through publications, group and individual training, and organisational Consultancy support.
Not everyone wants to study Aikido as a martial art, however everyone can benefit from Aikido pri... more Not everyone wants to study Aikido as a martial art, however everyone can benefit from Aikido principles and movements in my specially developed workshops and activity sessions. My experience in working with people with disabilities and health problems has shown that modified Aikido practices and coordination activities have very beneficial therapeutic effects of many kinds including confidence building. These include physical wellbeing in keeping joints supple, compensating for joint problems, maintaining muscle tone and good coordination.
The natural movements of Aikido provide mild aerobic exercise and stimulation to the internal organs. There are also many associated benefits such as enhancing mental flexibility and capacity, developing confidence and providing a platform for constructive social interaction and engaging positively with others. In addition, it is a form of activity that people enjoy immensely where barriers to engagement and participation are less evident and can be overcome in a shared experience.
Welcome to Music4Wellbeing ... a network of community musicians and therapeutic practitioners com... more Welcome to Music4Wellbeing ... a network of community musicians and therapeutic practitioners committed to improving the quality of life and learning for all who join in our workshops and learning programmes. Our experience in working with children and young people as well as with older person’s care contexts and with people experiencing learning and other disabilities has shown that music; singing and associated creative activities clearly have very beneficial social, emotional and therapeutic effects of many kinds. These include physical wellbeing, enhancing social and emotional communication and self-expression, confidence and providing a platform for positive social interaction and making new friends. In addition, it is a form of activity that people enjoy immensely where barriers to engagement and participation are less evident and can be overcome in a shared experience.
David Fulton eBooks, 1998
How to use this book So what's so difficult about 'Behavioural' IEPs? IEPs and EBD As... more How to use this book So what's so difficult about 'Behavioural' IEPs? IEPs and EBD Assessment and identification Target setting and strategies Coordination and monitoring Involving the learner Parental involvement Training and continuing professional development References and sources.
Routledge eBooks, Oct 28, 2013
Choice and opportunity pupil's and student's learning the National Curriculum and resourc... more Choice and opportunity pupil's and student's learning the National Curriculum and resource development teaching and curriculum differentiation school management.
Routledge, May 24, 2013
The author hopes that reading this chapter will enable a historic perspective to be seen. Writte... more The author hopes that reading this chapter will enable a historic perspective to be seen. Written in 2003 (it is now 2025) it aimed to contribute to the development of a rational and broad view of the way in which you support pupils and students experiencing physical or sensory disabilities. Throughout the chapter the ideas and statements will be related to the Professional Standards for Higher Level Teaching Assistants (TTA, 2003). To start with we need to look at some more ‘official’ definitions of disability and impairment. All of us have our own view of disability and work done with over 200 teachers and teaching assistants has elicited a tremendous variety of responses (Cornwall, 1995) to the question “What is the difference between the words impairment, disability and handicap?” The answer depends upon your own definition of disability or your understanding of the current definitions. Often people’s perceptions of these differences reflect in their use of language to describe the phenomena of disability intertwined with descriptions of individuals. They become one and the same and hence reflect many unclear views about disability and ambiguous feelings about disabled people.
Choice, Opportunity and Learning, 2018
FORUM, 2013
This article examines whether or not teachers working in an inherently exclusive education system... more This article examines whether or not teachers working in an inherently exclusive education system can in fact be 'inclusive teachers'. The author draws on work done over the past three years in a pan-European Teacher Education project highly committed to notions of social and educational cohesion and equity, and challenges both fixed and hierarchical notions of ability, valuing all learners equally. The development of a pan-European Profile of Inclusive Teachers serves as an indirect challenge to the legitimacy of politicians and executive bodies in England for lack of cohesion and failing to establish some kind of equity and inclusion for young people.
Young Children Learning
Pressure, stress and children's behaviour at school Do we put up wit... more Pressure, stress and children's behaviour at school Do we put up with too much stress and pressure as part of our everyday lives, in schools, at home and in the adult world of work? Is stress a necessary part of our lives and, if so, how much is necessary? Why is stress generally regarded as an adult thing? Is it, and should it, be a part of children's lives? What effect does stress in schools and classrooms have on children's learning and future achievements? Where is the dividing line between acceptable challenge and overwhelming pressure? Is academic attainment a true indicator of future success or happiness? What effect does academic pressure have on children's long term health? Going to school can be enlightening or damaging for children and young people and there are whole batteries of questions associated with stress, pressure, children's health, development and learning.
Prévenir l'exclusion scolaire et sociale des jeunes, 2005
Ce chapitre traite de la formation continue universitaire et post-universitaire des enseignants. ... more Ce chapitre traite de la formation continue universitaire et post-universitaire des enseignants. Il est centre plus particulierement sur les professeurs qui travaillent avec des jeunes demotives et decrocheurs par rapport a toute forme de realisation scolaire. Ce faisant, il explore aussi les voies par lesquelles des projets de recherche-action a petite echelle ont un effet positif sur tout le developpement et les progres scolaires des eleves.Le but d’une telle recherche des praticiens est de repondre a un ensemble de questions de base sur la nature des etudes scolaires et sur ses relations avec le developpement personnel et social des individus. Son analyse permet aussi de mettre en evidence quelques differences entre les systemes educatifs anglais et francais. Les projets de recherche des enseignants dans leur etablissement traduisent leur conception des pratiques professionnelles, de l’atmosphere de la classe, des tensions entre les attentes scolaires et les besoins individuels ou les difficultes des eleves. Finalement, la recherche-action par les membres du personnel de l’etablissement accroit leur savoir professionnel et ameliore leurs pratiques relativement a la motivation des eleves perturbes et perturbateurs dans les salles de classe.Les resultats de ces projets de recherche a petite echelle jettent des lumieres sur la conformite du comportement attendu et sur les relations entre les etablissements scolaires et leurs « autorites locales ». Dans ce cas, l’Universite joue le role de donner aux enseignants les moyens de s’interroger sur « l’opinion la plus repandue » et sur ce qui constitue une bonne pratique d’enseignement au sens large.
Emotional and Behavioural Difficulties, 2000
Introduction: Why the need for this discussion? This paper sets out to challenge some of the assu... more Introduction: Why the need for this discussion? This paper sets out to challenge some of the assumptions underlying current guidance and strategies for physical restraint in schools. Teachers and managers are worried about the consequences of violence and extreme behaviour in schools. All of us lack confidence in dealing with these problems because they have not yet been set on a firm ethical and psychological footing. The threat of the medico-legal system and the demands of social accountability that surround teachers and schools is such that too many assumptions have been made about what is on offer. Short term training 'packages' have been accepted without sufficient questioning of their provenance and schools are currently reaping the whirlwind in terms of staff subjected to litigation and disciplinary procedures not to mention damaged young lives that deserve a more rigorous professional response. This paper deliberately throws up questions, challenges some key assumptions and hopes to encourage further practical research and improve the quality of debate and training.
London: …, 2006
The views expressed in this report are the authors' and do not necessarily reflect those of the D... more The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills.
Since the inception of the Code of Practice in 1994 schools have responded to the challenge to pr... more Since the inception of the Code of Practice in 1994 schools have responded to the challenge to produce Individual Education Plans (IEPs) which ‘identify needs, set specific learning targets, and assist teachers in planning suitable programmes in order to meet these targets and the pupils needs’(Code of Practice 1994, 2.119). SENCos’ inheritance from the Code was a responsibility for the writing and implementation of
IEPs.
Whilst the increased workload experienced by SENCos in developing and maintaining procedures for IEP provision should remain on the agenda for the proposed revision to the Code of Practice (Green Paper DfEE 1997a) teachers have recognised some positive outcomes from IEP planning which include :
• the provision of a vehicle for the development of collaboration and involvement with parents, and a mechanism for enabling pupils to become more involved in their own learning plans.
• directing teacher attention towards the setting, and resetting of clear educationally relevant targets.
• involving staff in the development and implementation of strategies to meet those targets, thereby improving and sharing classroom practice.
• harnessing available resources to meet those strategies.
• increasing the emphasis on the monitoring of pupil response to teaching.
• Establishing a mechanism for providing clearer evidence as to the effectiveness of additional SEN provision. (Tod, Castle &Blamires 1998).
Paper for presentation at symposium in 2013: The author draws on the work done over the past thre... more Paper for presentation at symposium in 2013: The author draws on the work done over the past three years representing England as a designated expert in a pan-European Teacher Education project with the European Agency for Development in Special Needs Education. This work was highly committed to notions of social and educational cohesion and equity. It explored the way teachers are developed or educated in order to be able to promote social and educational inclusion. The ideological notions of inclusive practice associated with this European model are arguably incompatible with both fixed and hierarchical notions of ability, as it aims to value all learners equally. In addition it implies that competition for ‘glittering prizes’ and deterministic assumptions of ability into adulthood directly contribute to inequalities in society. The development of a pan-European profile of ‘an inclusive teacher’ has raised the question ‘How will it integrate with the education systems of different countries?’ It became clear that there were major differences between countries in the EU in terms of their traditions and fundamental intentions as regard improving standards, including all children and making genuine attempts to reduce inequalities. This paper questions politicians and executive bodies in England for their lack of attention to social cohesion and equity in the education system.
This article examines whether or not teachers working in an inherently exclusive education system... more This article examines whether or not teachers working in an inherently exclusive education system can in fact be 'inclusive teachers'. The author draws on work done over the past three years in a pan-European Teacher Education project highly committed to notions of social and educational cohesion and equity, and challenges both fixed and hierarchical notions of ability, valuing all learners equally. The development of a pan-European Profile of Inclusive Teachers serves as an indirect challenge to the legitimacy of politicians and executive bodies in England for lack of cohesion and failing to establish some kind of equity and inclusion for young people.
This is my chapter from the book "Debating Education: Issues for the new millennium" (1996) Ed. H... more This is my chapter from the book "Debating Education: Issues for the new millennium" (1996) Ed. Hayes, D. Canterbury: Christ Church University. It considers the relationship between the language we use to describe and define disability and disabled persons, its impact on our patterns of thinking and the creation of social meaning. Furthermore, it examines how language influences the nature and construction of substantial edifices and institutions based on what are often discriminatory stereotypes. Language and knowledge contribute greatly to the power structures in our society as they do to personal empowerment, or lack of it. The use of language and terminology is not an accidental occurrence. It has evolved through many decades and has often been driven by the vested interests of those that
would seek to retain group identity, power and knowledge and thus control those who are less powerful or are outside the group. Stereotypes are an extreme form of ‘image making’. These simplistic representations are created by persistent use of language, concepts and visual or media images. Catastrophic cruelty and colossal personal tragedies have occurred as a result of the specific use of the pervasive influence of language and image making in particular social contexts.
This was a chapter in the book "Managing Special Needs In Mainstream Schools" (1998) Eds Dwyfor-I... more This was a chapter in the book "Managing Special Needs In Mainstream Schools" (1998) Eds Dwyfor-Idavies, Garner & Lee. London: David Fulton. Since the inception of the Code of Practice in 1994 schools have responded to the challenge to produce Individual Education Plans (IEPs) which ‘identify needs, set specific learning targets, and assist teachers in planning suitable programmes in order to meet these targets and the pupils needs’(Code of Practice 1994, 2.119). SENCos’ inheritance from the Code was a responsibility for the writing and implementation of IEPs:
‘In many schools a large proportion of SENCo’s time is given to writing and reviewing IEPs...’ (OfSTED 1997)
Whilst the increased workload experienced by SENCos in developing and maintaining procedures for IEP provision should remain on the agenda for the proposed revision to the Code of Practice (Green Paper DfEE 1997a) teachers have recognised some positive outcomes from IEP planning.
The views expressed in this report are the authors' and do not necessarily reflect those of the D... more The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills.
John Cornwall – Review Paper. Rose, R. & Grosvenor. I. (Eds) (2001) “Doing Research in Special Ed... more John Cornwall – Review Paper.
Rose, R. & Grosvenor. I. (Eds) (2001) “Doing Research in Special
Education: Ideas into practice”. London: David Fulton.
Published in the British Journal of Special Educational Needs Vol. 52, No. 2, June 2004, pp 197–221
World Tree Music is a journey into love, legend and mystery through music and song. A cool rippli... more World Tree Music is a journey into love, legend and mystery through music and song. A cool rippling stream of organic and electronic sound ... a collage of energetic rhythms; topped with a voice like burnished crystal.
This is our long awaited fifth album and it has been lovingly crafted over a considerable period of time. It encapsulates our existence on the ‘wheel of life’ with one foot in grounded rhythms of life and the other drifting into the realms of dreams and fantasy. The hopes and fears of humanity in dealing with the world as it is and yet often drifting off into dreams of what could or should be.
Dream like folk-rock fusions merging with classical world rhythm influences. From electronic ambient to exciting world rhythms and songs of love, legend and mystery.
The World Tree or tree of life is a symbol with meaning shared across the myriad cultures of the world, merging many ancient wisdoms. We aim to fuse instruments and styles of the globe transcending national limits, space and time with hopeful and peaceful messages.
John and Gretchen Cornwall are World Tree Music. World Tree Music is the creative side of my life... more John and Gretchen Cornwall are World Tree Music. World Tree Music is the creative side of my life. I am researching the use of sound and sound engineering/ recording by blending electronic with traditional instruments. Blending different types of music and instrumentation from around the world alongside ancient and modern musical styles. The most recent album brings in renaissance and medieval dance music (e.g. Stradella, Byrd, Holborne) and combines these melodies into modern, rock and ethnic rhythmic backgrounds. World Tree Music is a journey into love, legend and mystery through music and song. A cool rippling stream of organic and electronic sound ... a collage of energetic rhythms; topped with a voice like burnished crystal.Gretchen Cornwall is "The Voice" (Lead vocal, lyrics and melodies), John Cornwall (Composition/ Arrangements, Guitar and Keyboard/virtual instruments and backup Vocals). Gnostic folk-rock fusions merging with classical influences. From electronic ambient to exciting world rhythms and songs of love, legend and mystery. The World Tree or tree of life is a symbol with meaning shared across the myriad cultures of the world, merging many ancient wisdoms. We aim to fuse instruments and styles of the globe transcending national limits, space and time with hopeful and peaceful messages. World Tree Music has one foot in the past, flirting with romantic Medieval and Renaissance Music; blended with modern technology and instruments for a unique, haunting and soulful sound. We hope to take you on a journey where the rules of music are bent, opening the doors to another dimension. If you enjoy Pentangle and Fairport Convention-with a dash of mystery and legend-then we think you may just enjoy World Tree Music!We enjoy life and making music-we hope you'll share our journey too!!
World Tree Music is a journey into love, legend and mystery through music and song. A cool rippli... more World Tree Music is a journey into love, legend and mystery through music and song. A cool rippling stream of organic and electronic sound ... a collage of energetic rhythms; topped with a voice like burnished crystal.
Public presentation at conference, 2001
This paper, delivered as a presentation in 2001, wa s part of a small movement about 'responsible... more This paper, delivered as a presentation in 2001, wa s part of a small movement about 'responsible inclusion' in education. It is fully committed to the practical development of a more inclusive society. However, it outlines a number of practical and immediate factors that should make the 'inclusion evangelists' pause for thought about the realities of the situation. School inclusion, in itself, is not a passport to inclusion in a society which is mainly competitive and socially inequitable. Inclusion is not "...a simple-minded equality passport into mainstream - a sacrifice to cultural assimilation.” (Brown, 1997)
Education inclusion may in the long term engender some changes in society generally. But, is not the same as the idealism, vision and passion for a more equitable society. It is about individual pupils with diverse learning needs, who may also be experiencing social and emotional disadvantage, and who need environmental and social support. We aim for young people with disabilities and disadvantages to be accepted as fully belonging to our school systems. In order for that to happen education managers, teachers and parents must focus on specific educational, as well as broader social change. Mainstream schools must radically change their cultures (difficult under current restraints) in order for students with diverse learning needs to achieve and find their own 'niche' in society. . Schools, and the education culture generally, must grow beyond the narrow elitist and competitive traditions embedded in our institutions and build a real commitment to systemic change.
Conference presentation at Fontbonne University, USA. June 8th 2000., 2000
Children are so important to the well being of our society. Those young people who are marginaliz... more Children are so important to the well being of our society.
Those young people who are marginalized and find it hard to cope with their own beliefs and behavior as well as the demands of school and learning give us a true measure of the effectiveness of our educational provision. There is still a significant percentage of children in the UK who are ‘disaffected’ and ‘disadvantaged’ and for who education is more of a nightmare than an adventure. We dismiss or ignore this significant minority at our peril.
In this talk I would like to develop what I feel is ‘best practice’ in the UK and it essentially revolves around three simple ideas (or ‘E’s) (Cornwall & Tod, 1998), that it should be…
• Explicit
• Embedded
• Educational