One of my most coveted awards was in music education – my year six Christmas carol competition winner's trophy to be precise! Sure, the song wasn't quite up there with Lennon and McCartney's A Day in the Life (more sleigh bells and snowmen, less holes in Blackburn, Lancashire) but I do vividly remember winning it in a tense X Factor-like deadlock.
I look back on it most fondly because it stirred something inside me, encouraged me to pursue music properly – fast forward a decade and that basic C-E-G three-chord progression is now a Dorian scale in C# or a pentatonic in G.
But what about in another 10 years – will music education resonate so strongly with young people? Sean Gregory, director of creative learning at the Barbican, wrote in a recent call to arms that music education must keep moving if it wants to push boundaries and stay relevant.
Venezuela's much heralded El Sistema programme is so successful because it is about more than orchestras and choirs, he said – it is about fulfilling social and artistic aims, as well as contributing to personal development and wellbeing. "In the UK, we are still uncomfortable talking about music education in these terms," Gregory explained. "Instead of social impact we tend to measure progression in the traditional sense: the passing of grades or the improvement of technique."
So in what terms should we talk about music education? How far into the past should we be looking to secure its future, and how can arts and cultural organisations complement the work of teachers and schools? With digital platforms and tools so prevalent in modern arts and culture, how can we encourage young musicians to engage with technology?
Ultimately, what should a 21st century music education system look like? It's a broad question, but an important one, and we'll be tackling it head-on with a panel of experts. But we also want your opinions and views as well, so join us from noon on Friday 7 June.
Panel
Sarah Derbyshire, managing director,
National Children's Orchestras of Great Britain
Sarah is the managing director of the National Children's Orchestras for Great Britain – she previously worked for charity Live Music Now, co-founded Pied Piper Projects and is also chairman of Youth Music Action Zone. Sarah was awarded an MBE for services to music in 2008. @ncogb
Christopher Monks, founder and artistic director, AC Academy
Christopher is the founder and director of Armonico Consort, a critically acclaimed arts organisation connecting new audiences with classical music – with the Consort, Christopher found the AC Academy, introducing choral music to more than 100,000 children across the UK.
Philip Flood, director, Sound Connections
Philip is director of Sound Connections and is responsible for the strategy and overall management of the organisation. He is a member of the GLA Music Education Steering Group and adviser to a range of music organisations, including the PRS for Music Foundation. @philip_flood
Christopher Walters, head of teacher development (music),
Trinity College London
Christopher is head of teacher development (music) at Trinity College London, an international exam board and awarding body for the performing arts and English language. He was previously editor of Music Teacher magazine and remains an active writer, performer and teacher. @chriswalters321
Lincoln Abbotts, director of strategic development, ABRSM
Lincoln is the director of strategic development at the Associated Board of the Royal Schools of Music. He was previously chief executive of Music for Youth, a national music education charity providing inspirational performance opportunities, culminating in the Music for Youth Schools Prom, which takes place each November at the Royal Albert Hall. @ABRSM
Henry Vann, public affairs and policy officer,
Incorporated Society of Musicians
Henry is an experienced campaigner in the music sector. He joined the ISM in 2009, and most recently has been involved in running the Bacc for the Future campaign, calling for the inclusion of creative subjects in the English Baccalaureate. @ISM_Music
Rebecca Boyle Suh, chief executive, Artis
Rebecca established Artis in 2004, a social business dedicated to helping children achieve at school by integrating the arts throughout their learning. She was previously with IMG Artists, an international arts management company. @integratingarts
Thomas Hardy, senior manager, creative learning,
Barbican and Guildhall School
Thomas is senior manager for the joint Creative Learning Division of the Barbican and the Guildhall School. The department nurtures life long learning through work ranging across the artforms, including programmes with schools and young people, undergraduate and posgraduate pathways and professional development. @thh76
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