Promoting Music Education: UK School Run with an Orchestra

A UK school is making music education more engaging by incorporating a live orchestra into the school run. This initiative aims to inspire students, highlight the importance of musical learning, and create a unique, enriching start to the school day. By blending live performances with education, the program fosters creativity and appreciation for music among young learners.

At the break of dawn, the corridors of Shireland CBSO Academy in West Bromwich come alive with music. Different classrooms echo with the sounds of various musical groups, including steel pans, keyboards, guitars, wind instruments, jazz, percussion, strings, and choral performances.

The school’s principal, David Green, finds the morning routine particularly inspiring, as students arrive carrying instruments of all shapes and sizes. For them, music is not just an extracurricular activity but an integral part of the school’s culture.

Shireland CBSO Academy is the first state school in the UK to be established in collaboration with a professional orchestra—the City of Birmingham Symphony Orchestra (CBSO). At this institution, music plays a fundamental role in shaping the learning experience.

Beyond traditional music classes, musical elements are woven into lessons across all subjects. Every student is provided with a free instrument on loan, along with weekly tuition facilitated by Sandwell’s SIPS music and arts service.

The school organizes seasonal concerts during Christmas and summer, as well as after-school music clubs and ensemble sessions. CBSO musicians and guest artists frequently visit to conduct demonstrations, share insights, and inspire students. Additionally, field trips offer students the chance to witness professional orchestras perform live.

Green is eager to highlight that while the academy takes a unique approach to education, it remains a school for all students, regardless of their background, financial circumstances, or prior musical experience. The only expectation is that students come with a willingness to learn.

A significant portion of Shireland’s students have never played an instrument before enrolling, but the school fosters an environment where every child can explore their musical potential.

Concerns have been growing in recent years over the decline of music education in state schools. Music GCSE enrollment dropped by 12.5% between 2022 and 2023, while A-level music participation has seen a sharp decline of 45% since 2010.

Educators and musicians worry that schools struggling with limited resources are unable to provide quality music education, leading to diminished student interest.

Matt Griffiths, CEO of the charity Youth Music, warns that reduced teaching hours and a shortage of specialized music educators pose a real threat. He fears that music education is increasingly becoming a privilege rather than a fundamental opportunity for all students.

A Youth Music report, based on interviews with over 2,000 young people, revealed that music is among their favorite activities. Griffiths stresses that if music is absent from school life, it becomes difficult for students to engage with it, despite their strong enthusiasm for the subject.

At Shireland, students are fully immersed in musical opportunities. A Year 7 student, Tobias, proudly speaks about learning the viola, which he first encountered at an introductory fair held at the start of the academic year. This event allowed students to explore different instruments before selecting one to study.

Since taking up the viola, Tobias has discovered a newfound sense of responsibility, dedicating time to practice regularly. His favorite day of the week is Tuesday, as it includes both his music lesson and ensemble practice.

The academy, which opened in 2023, currently has 300 students but is expected to grow to 900 when fully operational. Every student is encouraged to take music at the GCSE level.

The curriculum at Shireland extends beyond Western classical music, offering students the chance to learn instruments ranging from tubas to tablas. Additionally, they have access to recording studios and the opportunity to form bands that reflect their musical interests.

Located in Sandwell, one of the most economically disadvantaged areas in England, the school seeks to bridge the gap in access to music education. Nearly 38% of its students qualify for free school meals, making its mission to provide inclusive and high-quality music education even more significant.

CBSO violinist Catherine Arlidge, who collaborates with students at Shireland and serves on its performance and standards committee, believes that broader access to music education could make the industry more diverse and inclusive.

She envisions a future where major arts organizations form partnerships with schools, offering specialized programs in theater, film, dance, music, and visual arts. Such a model, she argues, could transform cultural education and expand creative opportunities for students.

Although other initiatives exist to bring orchestras into underprivileged schools, Shireland’s immersive approach—integrating music into daily learning—offers a unique blueprint for other institutions to follow.

Green is open to sharing the academy’s model with others, emphasizing that there are no secrets to its success. If more schools adopt similar strategies, he believes the impact on music education could be truly transformative.

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Source: theguardian‍