This thesis describes an action research project undertaken within a mass participation instrumental music programme situated in East London. This action research project aimed to improve the way in which instrumental music pupils are assessed through the use of the graded examination. It also intended to provide opportunities to gain social and cultural capital for children in East London that are available in more affluent areas of the United Kingdom.
The action research methodology was employed over three cycles of research. The research involved six instrumental music teachers, including myself, as an active participant. Data was collected through focus group interviews and semi-structured interviews which were analysed using thematic and narrative analysis.
Amongst the main findings of this thesis are the following: The current graded examination is unsuitable and inaccessible to children learning to play musical instruments in a group learning context. The cyclical nature of the action research created a new type of accessible graded examination providing cultural capital and social justice for children in music education, developing and building their learning power and independent learning. The new type of graded examination was introduced into sixty-five primary schools as a form of assessment across East London impacting the practice of 180 teachers and the learning journey of over 10,000 children
