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2020 – the year of Beethoven?

December 2020 marks the 250th anniversary of Beethoven’s birth.

The event seems to have split the Classical Music community. Some individuals and organisations see the occasion as an opportunity to celebrate Beethoven’s musical achievements. Others suggest that Beethoven’s music is popular enough and performances and recordings of it are already so plentiful that audiences should be exploring new repertoire and lesser known composers, and particularly work by underrepresented groups.

Beethoven is one of a group of composers from the Western Classical tradition who is often given the title ‘genius’. He was a prolific composer, writing 722 works, including 9 Symphonies, 16 overtures and incidental pieces, 16 string quartets, 32 piano sonatas, 20 sets of variations for piano, 10 works for chorus and orchestra, hundreds of songs, operas, piano trios, works for wind ensembles and concertos for violin, piano and a lost work for oboe. His development of musical forms such as the symphony, string quartet and piano sonata are seen as revolutionary, and his influence on later composers is often cited.

If you want to take 2020 as the year to explore Beethoven’s works further, check out #TheCompleteBeethoven on Twitter for advice from The Symphonist or follow the hashtag #Beethoven2020.

Beethoven led an interesting life. His father was abusive, he struggled with his health, he lived in politically turbulent times, his romantic life was complicated and he suffered hearing loss. However there are stories of his bad temper and of his poor treatment of his sister-in-law and nephew. All these elements add to the image of a tortured genius, a persona that has appealed to audiences and, it could be argued, has helped keep his music popular over the past 200 years. 

As Beethoven’s work is frequently performed, recorded and broadcast on radio, should we take his 250th anniversary as an opportunity to enjoy ever popular works such as his 9th Symphony and 5th Piano Concerto, or should we explore some of his lesser known works, such as his works for military band…

or his songs…

Or should we be exploring more obscure composers? As William Gibbons states on Twitter:

Every time I listen to Beethoven, I’m not listening to something else.

Inspired by some of the discussion around exploring a wider range of composers, Musicology Duck’s blog influenced by Book Riot’s Read Harder Challenge, has suggested a hashtag of #ListenWider. Rather than recommending specific books or pieces, both challenges give categories, allowing readers and listeners to find works that appeal to them. Musicology Duck gives 30 categories of pieces to listen to including a composition of 60 minutes or more in length by a woman or non-binary composer, a miniature composition under 90 seconds long, a top hit from the year you were born or from a country other than your own, and a concerto for tuba, bassoon or double bass. 

You could take the opportunity to explore works by other composers and performers who have key anniversaries in 2020, such as:

Dave Brubeck – 100th anniversary of his birth

Dorothea Anne Franchi – 100th anniversary of her birth

Ravi Shankar – 100th anniversary of his birth

Del Woods – 100th anniversary of her birth

City of Birmingham Symphony Orchestra (CBSO) – 100th anniversary

John Rutter – 75th Birthday

Of course, there is a happy medium for those who love Beethoven’s music but still want to discover new repertoire. Ensembles such as the English Symphony Orchestra are taking the opportunity to partner Beethoven’s works with lesser known composers such as Ruth Gipps and Adrian Williams.

So how will you approach your year of listening to music? Let us know what you think in the comments!

The Nutcracker

On 18th December 1892, Tchaikovsky’s ballet The Nutcracker was premiered at the Imperial Mariinsky Theatre in Saint Petersburg, Russia. Although the ballet is now popular throughout the world, the premiere was not well received, with popularity only coming after Tchaikovsky worked the music into a Suite.

Following the success of Sleeping Beauty, Tchaikovsky was looking for inspiration for his next ballet and a gift of a new Russian translation of E.T.A Hoffmann’s story Nussknacker und Mausekönig gave him a story he could work with. It has been suggested that his love of the ballet Coppelia by Delibes, premiered in 1870, which was also based on two Hoffmann stories, Der Sandmann (The Sandman) and Die Puppe (The Doll) may have influenced his decision. Hoffmann’s Nussknacker und Mausekönig mixes reality and fantasy and there is some debate as to whether it was written as a children’s story or not due to the philosophical content and allusions unlikely to have been understood by children.

Tchaikovsky had collaborated with Marius Petipa on Sleeping Beauty, and so they set out to work together on The Nutcracker. Petipa took Hoffmann’s story and provided a scenario with detailed notes on action and dance plan with some suggestions for the music. However Petipa fell ill and passed the task to Lev Ivanov who had worked with him on Sleeping Beauty. Ivanov had previous devised the dances for Borodin’s Prince Igor and Rimsky-Korsakov’s Mlada.

The ballet is now a firm family favourite, and tells the story of a Christmas gathering where Drosselmeyer, a local councilman, toymaker and magician appears. He brings dancing dolls to entertain the children, then gives Clara and Fritz a toy for them: A wooden nutcracker which is carved in the shape of a man. Clara immediately takes a liking to it however Fritz breaks it, leaving Clara upset. Once everyone is in bed, Clara creeps downstairs to check on the broken Nutcracker and as the clock strikes midnight she sees Drosselmeyer on top of the Christmas tree which begins to grow as does the nutcracker. Mice appear, led by their King and begin to fight with an army of gingerbread soldiers.

The nutcracker leads the army of gingerbread soldiers and tin soldiers, as the Mouse King advances on the still-wounded nutcracker, Clara throws her slipper at him, distracting him long enough for the nutcracker to stab him.

As the mice retreat, in true fairy tale style, the nutcracker transforms into a handsome price, leading Clara to his Kingdom through a pine forest in the snow.

The second act begins in the Land of Sweets which is being ruled by the Sugar Plum Fairy in the Prince’s absence. When Clara and the Prince arrive, he tells how Clara saved him from the Mouse King and returned him to his human form. To celebrate his return and to honour Clara, a celebration is staged with dances from around the world, ending with a performance by the Sugar Plum Fairy.

A final dance is performed by all the sweets, before the Sugar Plum Fairy ushers Clara and the Prince down from their throne. He bows to her, she kisses Clara goodbye, and leads them to a reindeer drawn sleigh. It takes off as they wave goodbye to all the subjects who wave back.

For the full ballet, watch the Mariinsky Theatre’s performance here:

Having been influenced by Haydn’s Toy Symphony and Bernhard Romberg’s Kinder-Symphonie, Tchaikovsky includes some unusual instruments in the scoring of The Nutcracker including toy trumpet, rattle and bird calls. He also included a celeste. He wrote in a letter:

I have discovered a new orchestral instrument in Paris, something between a small piano and a Glockenspeil, which a divinely beautiful tone… I want to ask you to order one of these instruments… have it sent direct to Petersburg; but no-one there must know about it. I am afraid that Rimsky-Korsakov or Glazunov might hear of it and make use of the new effect before I can.

After the premier of the ballet, Tchaikovsky wrote to his brother

The staging … was splendid … even too splendid – one’s eyes grew tired of this luxuriance.

There were mixed reviews of the first performance, The St Petersburg Gazette stated:

A more tedious work was never seen…

However, the St Petersburg News-sheet declared

Concerning the music of this ballet, it is hard to say which number is best, for everything from beginning to end is beautiful, melodious, original and individual.

It is this view that seems to resonate with audiences of the ballet and the suite today.

For a sneaky peek at how the Royal Ballet create the wonder and spectacle of The Nutcracker at The Royal Opera House, watch this video:

The Music Industry Today

On 20th November, UK Music, the campaigning and lobbying group, which represents every part of the UK Recorded and Live Music Industry, launched it’s Music by Num8ers 2019 report. Each year, the UK Music report shines a light on the value and contributions made by the music industry.

This year the report highlights the £5.2 billion contribution to the UK Economy that the music industry makes, with 190,935 full time jobs being sustained by the industry, up from 145,815 the previous year.

The music industry covers various sectors, including music creation, the live sector and the recorded sector (see table for breakdown). The Music Creators sector generates £2.5 billion in Gross Value Added (GVA) which is almost half the total industry GVA. The Live sector made a GVA contribution of £1.1 billion in 2018, up from £990m the previous year. In terms of export, the Recorded sector contributed £478 million and Publishing £618 million to the total export revenue of £2.7 billion.

The report uses the terms Sectors (or thematic groups as shown above) and Sub-Sectors (or elements of the core) to define the various parts of the music industry. The sub-sectors all contribute to the commercial assets of the UK Music Industry:

UK Music highlight the two relationships to the commercial assets – “economic activities that create these commercial assets. (An example is the creative process of composing, performing or recording music.)….[and]  economic activities whose primary focus is upon the steps necessary to bring these assets to a position where they are able to be distributed and transacted with consumers and businesses in one way or another.”

The report stresses that the inter-dependency between the sectors is “what gives the UK music industry its diversity and economic success, fostering a unique eco-system.”

Music Creators

Alongside celebrating the successes of the industry, the report also puts a spotlight on some of the challenges. For example, the high GVA for Music Creators, does not adequately show the financial struggles of many music creators. Although those at the highest levels, do earn high income from their work, the Office for National Statistics (ONS) show that musicians earned an average income of £23,059 in 2018 – well below the national average of £29,832.

In 2018, a total of 139,352 people were employed in the Music Creators sector, and employment growth continues to be robust as more creators move from part-time to full-time work. Research by the DCMS, shows that 72% of those working in music, performing and visual arts are self-employed compared to just 15% of the UK working population as a whole (ONS). The Music Producers Guild found that 94% of its membership is self-employed, according to their 2019 survey.

Freelance work can be challenging and many music creators find it hard to maintain a full-time career. This has led to a workforce where many people balance multiple roles within the industry. A shift in the industry in recent years, which is highlighted in this research. is the move to more artists self-releasing, self-managing and self-publishing. Although there can be benefits to this way of working, it can also put pressure on these individuals and leave them at risk when developing their careers.

Music Retail

Music Retail covers retail and manufacture of musical instruments, plus digital and physical retail. The report highlights that although music instrument sales are an area that is often overlooked, it contributes £402m total GVA. 

In terms of “physical music”, vinyl continues it’s growth up 1.5% on the previous year. Initiatives such as Record Store Day and National Album Day have helped this growth, particularly for small independent shops.

Streaming continues to grow, the BPI report that there was a growth of 33% from the previous year – a total of over 90 billion streams in 2018. One challenge for the sector is to ensure that music creators are fairly financially compensated for their work.

Recorded Music

This sector includes a wide range of areas including record labels, music distributors, recorded rights holders, physical manufacturers and for the first-time in UK Music’s research, recording studios. The sector had a 5% rise of GVA, contributing £568 million in GVA to the UK economy, and a rise of 8% in exports -£478 million. The BPI reports that Label revenues alone, increased by 3% – a third consecutive growth in label revenues.

The report highlights the significant investment and risk undertaken by the record labels which helps contribute to the value created by the sector as a whole. While the inclusion of studios in the data for the first time has helped raised the GVA, the research demonstrated that many studios are facing pressures from increasing rent and business rates leading to businesses having to diversify by renting office space, promoting events and moving into educational activities.

Music representatives

The Music Representatives’ sector includes a wide range of personnel and skills including music managers, music trade bodies, collective management organisations (CMOs) and for the first time in UK Music’s research, lawyers and accountants who represent music organisations or music creators are also included.  

This sector added £148 million to the music industry’s GVA in 2018, while exports remained strong at £387 million. In terms of export revenue, contributions from collective management organisations (CMOs), such as PRS For Music and PPL, were a large part of the total export revenue.  CMOs deal with the management of copyright and the collection of revenue for their members who include musicians and performers. 

The report highlights the changing role of music managers who are working with Artists earlier in their careers and investing their own money in Artists development: 74% of managers surveyed by the Music Managers Forum have invested their own money to support the careers of their current clients, while 40% have received no outside investment for their artist.

Music Publishing

Music publishers and publishing rights holders work on behalf of songwriters and composers, to collect revenue when their work is used commercially, securing commissions and sync deals: when work is licensed for use in film, advertising and games. The sector contributed £459 million in GVA to the UK economy and £618 million in exports .The Music Publishing sector currently maintains around 1,363 jobs. Over the past five years, there have been large changes to the sector with several consolidations within the publishing world and many businesses have merged to form larger organisations, however the number of employees have continued to increase reflecting the industry’s expansion.

Live Music

As highlighted, the live sector is particularly vibrant, it covers festival organisers, promoters and agents, production services, and ticketing agents, grassroots music venues, concert venues and arenas (the proportion of their activities which involve live music.) As a key player in the industry, Glastonbury has a large impact on the live sector, however even though 2018 was a fallow year for Festival, there was a surge in festival ticket sales across the country leading to a record high of £1.1 billion GVA, which is a 10% overall rise on 2017. UK Music’s research shows a total of 4.9 million people attended festivals in 2018 compared to 2.7 million in 2012.

In terms of venues, three of the top 13 arenas in the world – The SSE Hydro in Glasgow, the Manchester Arena and the 02 Arena – are in the UK, according to Pollstar. It is important to remember that grassroots plays a vital part in the industry’s eco-system, acting as an incubator for emerging talent, an area that is facing challenges. A total of 30,529 people were employed in the live music sector in 2018, a rise of 7% on 2017.

Music Tourism is a key part of the Live Sector this includes those travelling from overseas, as well as domestic tourists, who live in the UK but are not local to the events they are attending.

Challenges identified

The report has highlighted several challenges facing the music industry such as the impact of business rates on grassroots development, copyright protection, shared parental leave for the self-employed, international trade support, talent pipeline including students taking GCSE and A level music, touring post-Brexit and fiscal incentives. UK Music continue to support the music industry and make the case for further government support.

All images in this blog are from the original report, the full version of which can be found here.

Creativity in Education

Earlier this month, the Durham Commission published its final report following a two-year review of Creativity in Education.  The Commission is a collaboration between Arts Council England and Durham University. It aims to identify ways in which creativity, and specifically creative thinking, can play a larger part in the lives of young people from birth to the age of 19, both within and beyond the current education system.

The Commission brought together a diverse group from Education and the Creative Industries to act as Commissioners, chaired by Sir Nicholas Serota, CH, Chair of Arts Council England.

It gathered a wide range of evidence from various sources including:

  • A survey of over 1,000 stakeholders from business, education and the arts
  • A survey of headteachers and governors across the country
  • Meetings with stakeholders
  • A review of previous reports and initiatives into creativity and education
  • One-to-one interviews with the Commissioners

This research has enabled the Commission to explore key questions about the relationship between creativity and education such as, “How can creativity be recognised?” “What are the challenges and opportunities when embedding creativity in schools, and in the workplace?” And, “Who should be responsible for promoting creativity across the country?”

Key Definitions

Key Recommendations

The Commission recommends that a national network of Creativity Collaboratives should be established to allow schools to collaborate in establishing and sustaining the circumstances and environment required for nurturing creativity in the classroom, across the curriculum

1: Establishing Creativity Collaboratives

A key recommendation is that a three-year pilot of nine Creativity Collaboratives should be established in each of the DfE regions with funding from a consortium including DfE, Arts Council and educational trusts, with a view to exploring additional funding from partnerships between DfE, industry and commerce

2: Barriers to teaching for creativity

The Commission recommends that Government, Ofqual and the awarding bodies work together to consider the role of examinations and how scholarship and craftmanship are recognised and rewarded in assessment frameworks.

3: Recognising the value of creativity

The Commission identified that schools who have successfully established and sustained conditions where creativity is nurtured should be championed and encouraged. The Commission suggests that success should be recognised in the Ofsted inspection process and that Ofsted should share good practice case studies of teaching for creativity in a range of subjects and across phases.

The Commission also suggest that Ofsted should also continue to refine the inspection framework to further decrease incentives to ‘teach to the mark’ and that there is more clarity that the inspection process is looking for “teaching for scholarship and craftsmanship, not merely exam-passing.”

Throughout our research, the words most frequently associated with the exercise of creativity were imagination, freedom, expression, collaboration, and problem solving. The research findings also highlighted the importance of curiosity, perseverance and resilience.

4 & 5: Evaluating the impact of creativity

The Commission highlights the benefits to schools of taking part in PISA 2021 evaluation of creating thinking, and recommends that the DfE should support English schools’ participation in this in order to influence and shape future use of the framework.

The Commission also recommends a role for Higher Education institutions, in conjunction with the DfE, to work with the Creativity Collaboratives to “develop research-informed practice to evaluate creativity, looking at how creativity and creative thinking can be identified across disciplines, and how its impact can be measured.”

There need be no conflict between knowledge and creativity in our education system. Indeed, the opposite is the case – creativity is founded on deep understanding. Every meaningful creative breakthrough in human history has been made by people with deep expertise, immersing themselves in the practices and problems of the field and finding new ways to see, act or behave.

6: Digital technologies, creativity and education

The Commission stresses that the English education system should support young people to engage creatively and critically with the digital technology that is now a substantial part of their everyday lives. Suggestions including additional funding from the DfE for training for school teachers in digital literacy and digital creativity, with time and resource committed to it. The Commission also suggests NESTA play a key role, by managing a pilot programme working with a mix of education, business and the cultural sector to explore how digital education in schools can help develop the creative digital skills most in demand by employers.

7: Creativity and the arts in schools

The Commission states its belief that “Arts and culture should be an essential part of the education of every child.” Its recommendations to achieve this include a funded National Plan for Cultural Education to be established by the DfE which will ensure all children access cultural opportunities in school alongside the new Plans for Music Education and Sport.

The Commission also suggests that the DfE should require schools to offer a full national curriculum at all key stages, but in particular at KS3 until the end of year 9 which would include the arts as a substantive part of the curriculum, not as an add-on.

Another recommendation is that the Artsmark scheme awarded by Arts Council England should be reviewed by ACE to make sure the value of creativity, arts and culture in schools is recognised. This should be achieved through ACE working with the DfE to evaluate the current provision of professional development opportunities for teachers in arts subjects and for the cultural workforce and freelancers who work with schools.

8: Creative beginnings: pre-school and the early years curriculum

The Commission identifies the importance of the purpose and place of creativity and teaching for creativity being recognised and encouraged in the early years (0-4). Recommendations include integrating creativity into the Early Learning Goals within the Early Years Foundation Stage by the DfE while establishing and funding effective training and CPD for the pre-school workforce. The Commission suggest reviewing the current Continuing Professional Development opportunities, qualifications and entry routes to the sector by 2021.

The Commission also identifies other key partners in Early Years creativity and suggests that the BBC, other media and broadcasting organisations alongside the DfE, should further develop quality early years content that encourages young children’s creativity alongside literacy and language development.

9: Creative opportunities out of school hours

The Commission also states its belief that in-school opportunities to develop creativity should be complemented by a range of opportunities to take part in creative activities outside of school hours. They recommend that Arts Council England work in partnership with youth sector organisations and social services to align and build on existing out of school provision to be creative in the arts, sciences and humanities. Routes identified include Saturday Clubs, Music Education Hubs, existing Arts Council programmes which support out of school hours activity, and the National Citizens Service.

10: Beyond school: creative opportunities and experiences in the world of work

The Commission identifies that young people need to be better prepared for the changing world of work particularly requiring the creative capacities that employers are looking for and which will enable them to be “resilient and adaptable, to pursue portfolio careers and engage in lifelong learning.” The Commission highlights that qualification frameworks should appreciate the value of creativity for the current and future workforce.

It suggests a review of the existing opportunities for developing creativity as a key capacity in emerging T level qualifications and existing Apprenticeship Standards by the Institute for Apprenticeships and Technical Education.

Full report available at 

https://www.dur.ac.uk/resources/creativitycommission/DurhamReport.pdf

Leopold Mozart: Composition and Controversy

November 2019 marks the 300th anniversary of the birth of Leopold Mozart (November 14, 1719 – May 28, 1787). Perhaps often primarily known as the father of Wolfgang Amadeus Mozart, Leopold is an almost mythical figure, equated, perhaps partly thanks to the blockbuster film Amadeus, with a stern and conflicted father/son relationship. 

Another interpretation is that Leopold, who had supported his child prodigy son for many years, was concerned as Wolfgang pushed for more independence that his son was unfit to look after himself – a worry which proved to be grounded in reality.

Leopold and his wife Anna Maria had seven children, but only his daughter Maria Anna (Nannerl) and his youngest son Wolfgang survived past infancy. His parenting of his adult children is largely the subject that causes controversy, but it seems possible that his over-involvement was motivated by love rather than any negative emotion. Being guardian to such precocious children must have been a huge responsibility.

Although he expended huge amounts of energy promoting his son Wolfgang and his daughter Nannerl, gradually making this the focus of his life, Leopold Mozart was an extraordinary and well-respected musician himself. His 1756 treatise on violin playing ranks alongside those of Flesch and Galamian in the history of violin pedagogy. His skill and influence as a violinist and violin teacher is evident through the work of his son, in particular the violin concertos, and Leopold’s book is a valuable resource for understanding the both development of violin technique and historic musical ornamentation.

His own career as a court musician and composer was somewhat hampered by the amount of time he spent travelling with his children, and his most significant contribution is considered to be his teaching. From 1743 he worked as fourth violinist in the musical establishment of Count Leopold Anton von Firmian, the ruling Prince-Archbishop of Salzburg. In 1758 he was promoted to second violinist, and in 1763 to deputy Kapellmeister, but numerous others were promoted over him to the position of Kapellmeister. His compositions were widely circulated, but biographers describe them with adjectives such as, “undistinguished.”

It’s fair to say that the discovery of his children’s talent transformed his life. He once referred to his son as, “The miracle which God let be born in Salzburg.” He began touring with the children in 1762, travelling to cities including Paris, London, Munich and Vienna to perform for both public and aristocracy. It’s unclear whether these tours generated much income. Whist the audience was extensive, costs must have been high, and Leopold was unable to continue his own work for the duration of the trips.

According to the Grove Dictionary, Nannerl later claimed that he “entirely gave up both violin instruction and composition in order to direct that time not claimed in service to the prince to the education of his two children.” After 1762 he seemed to limit his writing to revising his earlier compositions and he composed nothing after 1771.

Leopold’s support for Nannerl was significant. After her marriage, her father would still take care of shopping and the engagement of servants, send her news from Salzburg, Munich, and Vienna to divert her, organise the maintenance of her fortepiano, pay for Wolfgang’s music to be copied and arranged for her to receive it, look after her health, and, according to Halliwell, encouraged her to stand up to her husband when he was being unreasonable. Nannerl’s marriage involved her looking after five step children, and her own son (born in 1785) was initially raised by entirely by Leopold. It is possible that Leopold had hoped to train another child prodigy, but he died in 1787 when little Leopold was not quite two years old.

Scholars are still conflicted over his role as father. Some see him as misrepresented, and frustrated in being unable to guide his son into the sort of role his talent deserved. Others feel he was unable to give his adult children independence, which resulted in considerable problems for them.

As a composer, his contribution is less controversial. He willingly sacrificed his own career for that of his son, but some work survives.

But Leopold’s Cassation in G for Orchestra and Toys (Toy Symphony) is still popular, and there are a number of symphonies, a trumpet concerto, and some other works.

According to Grove, a contemporary report described what Leopold had composed prior to 1757 thus:

“many contrapuntal and other church items; further a great number of symphonies, some only à 4 but others with all the customary instruments; likewise more than 30 large serenades in which solos for various instruments appear. In addition he has brought forth many concertos, in particular for the transverse flute, oboe, bassoon, Waldhorn, trumpet etc.: countless trios and divertimentos for various instruments; 12 oratorios and a number of theatrical items, even pantomimes, and especially certain occasional pieces such as martial music … Turkish music, music with ‘steel keyboard’ and lastly a musical sleigh ride; not to speak of marches, so-called ‘Nachtstücke’ and many hundreds of minuets, opera dances and similar items.

He was interested in creating a naturalistic feel in is work. His Jagdsinfonie (or Sinfonia da Caccia for four horns and strings) requires the use of shotguns, and his Bauernhochzeit (Peasant Wedding) includes dulcimer, bagpipes, hurdy-gurdy, ‘whoops and whistles’ (ad. lib.) and pistol shots.

Much of his work is now lost, and scholars are only now beginning to assess the extent and quality of his compositions. Some of the work was wrongly attributed to Wolfgang, and vice versa. Much of what survives is light music, and it’s is not known how representitive this is of his output. There is some more substantial work in the Sacramental Litany in D major (1762) and three fortepiano sonatas, all of which were published in his lifetime, and Cliff Eisen describes in his doctoral dissertation on Leopold Mozart’s symphonies, that the G major symphony “compares favourably with those of virtually any of Mozart’s immediate contemporaries”.

Sources and further reading:

http://www.mozart.com/en/timeline/life/mozart-and-his-father/

https://commons.lib.jmu.edu/diss201019/92/

Composing the Future

On 1st October 2019, Sound and Music announced the findings of their National Music Educators’ Survey, Can Compose. The report, which is based on responses from over 500 educators, is the first of it’s kind to look specifically at creativity and composers.

Sound and Music believe that composing should be a core element of every child’s music education – and 97% of their respondents agreed.

One of the areas of the report is the identification of 5 key barriers (from the over 600 barriers that were reported) that prevent young people’s progression in composing:

  • Many young people lack the skills, knowledge and confidence to compose their own music
  • There are concerns about the relevance of opportunities for young people 
  • Many educators lack support and training in how to teach composing 
  • There is limited, patchy and unequal access to resources and opportunities 
  • Composing as a core part of music education is undervalued 

These are worrying findings for those of us who believe in the importance of opportunity for creativity and access to music for young people, however not a great surprise to the MWC team who see a wide range of musical opportunities for young people in schools in many areas, but speak to teachers who do not have the skills to teaching composition or do not have access to the necessary resources.

Sound and Music suggest that these findings point to the need for changes in perceptions, provision, practice and policy.

As well as identifying the barriers to young people composing, Sound and Music’s report also identifies 5 outcomes to address the barriers:

  • There should be more opportunities for young people to compose in and out of school 
  • Opportunities for young people to compose should be more relevant and diverse 
  • There should be improved provision of training, support and resources for educators, music education hubs and schools 
  • There should be improved progression pathways through better networks and signposting 
  • More value should be placed on composing

Sound and Music state:

“We want to see a world where more young people have the opportunity, skills and confidence to create their own music; where their creativity and imagination can flourish; and where the composers of the future, key to the success of many of the UK’s creative industries, are nurtured.”

This is a sentiment that we, at MWC, fully support.

Key Findings

Key findings from the report include:

97% of respondents agreed or strongly agreed that creating and composing music should be a core element of music education

96%  of respondents agreed that creating and composing music enables children and young people to develop their identity and their wellbeing

97% of respondents also agreed that there should be more opportunities for students to compose their own music

Young peoples’ confidence and performance opportunities

An important point for consideration is that young people’s confidence in composing declines throughout their time in education up to the age of 16. By age of 16 and over, the confidence in composing seems to return a little, however, the number of young people participating in music education in schools at this stage is a very small proportion of all young people. One concern is that many students lack confidence in themselves as composers and worry about being judged. The report suggests this lack of confidence to experiment and make mistakes when learning to compose has its roots in a number of the issues identified throughout the survey. The report further suggests that this lack of confidence is compounded by the systemic deprioritisation of composing compared to performing.

Also highlighted in the Sound and Music report is the fact that opportunities for young people to hear their own compositions performed live are extremely limited. The research found that there is a mismatch between students composing and works being performed.

Teachers confidence and CPD

The research suggests that teachers and educators are not accessing training and Continuing Professional Development focused on composing with only 41% of respondents reporting that they had received composing-focused Continuing Professional Development (CPD) within the last 5 years. Educators seem to value to CPD with 45% of respondents agreeing that “CPD for themselves and colleagues” that be the activity that would most benefit young people. Linked to this is a lack of confidence in educators regarding assessing composing, particularly for exams. Educators’ confidence can be undermined by exam boards’ assessment methodologies, which are not always perceived to be reliable or transparent.

As educators do not always feel confident teaching composing, the report found that schools increasingly rely on external music tuition to fulfil curriculum and examination requirements, which particularly impacts composing,

The question “what would most benefit young people to compose music?”, 38% of those respondents directly involved in teaching music, and 45% of those respondents working for organisations, said that better teaching resources would help them support composing activity.  This was broken down with categories most frequently given as school facilities, equipment and space (34% of responses within this category), including the need for more technology and equipment; insufficient breakout spaces for group composing activity; and a lack of accessible instruments for pupils with Special Educational Needs and Disabilities. This last point is highlighted in the finding that music educators struggle to support young people who face disabling barriers to composing and creating music.

Also identified as something that would help young people compose was access to composers. The report suggests “Providing young people with more opportunities to work alongside composers, and supporting composers in developing their skills as educators, are two important steps that educators feel the music education sector needs to take.”

Concern about the future of music in schools

A concern that MWC has raised in numerous blogs is the challenge that music as a curriculum subject is being deprioritised. In the Sound and Music report, 78% of respondents identified the deprioritisation of music as a curriculum subject or lack of time for music within the school curriculum as barriers to young people composing their own music.

Recommendations

The report goes on to identify ways to create opportunities and support young people to compose. These recommendations link to key areas:

  • Creating more opportunities for young people to compose both in and out of school
  • More relevant and diverse opportunities for young people to compose
  • An improved offering of training, support and resources for educators, music education hubs and schools
  • Clear signposting to improved progression pathways with better networks
  • A higher value to be placed on composing

To read the full report visit http://soundandmusic.org/projects/can-compose-national-music-educators-survey

Is Grime Dead?

I am first black British artist to headline Glastonbury. At 25 years old I am the second youngest solo act to ever headline Glastonbury, the youngest being a 24 year old David Bowie in 1971.

The words of Stormzy as he headlined Glastonbury in June 2019. Some people questioned the announcement that Stormzy was to take the coveted Headliner slot at the festival. In an interview with BBC1Xtra, he answered the sceptics, saying, “There were so many doubters being like, ‘Oh, he hasn’t had a No 1 song’, or, ‘Oh, he’s got one album out, he’s not ready.’ I’m there because I’m a serious musician.”

However, despite the controversy around his performance, Stormzy already has a long list of achievements. He was awarded Best Grime Act at the MOBOs in 2014 shortly after releasing his first EP Dreamers Disease. This was followed by a performance on Later with Jools Holland, which saw Stormzy become the first unsigned rapper to appear on the programme. 

The following year brought more success. In January 2015, he came number 3 in the BBC Introducing top 5 on Radio 1, and in March that year he released the single “Know Me From,” entering the UK Singles Chart at number 49.

In September 2015, Stormzy released onto iTunes his final instalment to “WickedSkengMan” freestyle series, “WickedSkengMan 4”, along with a studio version of his “Shut Up” freestyle over XTC’s Functions On The Low instrumental. This track debuted at number 18 in the UK chart in September, becoming not only Stormzy’s first top 40 hit but also the first ever freestyle to reach the top 40 in the United Kingdom.

After some time away from the spotlight, Stormzy released his album Gang Signs and Prayers in February 2017. This went on to debut at no 1 in the Album chart in March – the first Grime album to achieve this.

Stormzy has achieved a number of major steps for Grime music.

But what actually is Grime..?

Grime is a style of music with fast, syncopated breakbeats, typically at a speed of 140 beats per minute (bpm). Tracks often feature aggressive or jagged electronic sounds.

Stormzy

The genre emerged from Bow, E3 in East London in the early 2000s, developed from earlier UK electronic music styles such as UK garage and jungle. It was originally known by various names such as 8-bar or nu shape. Among the first tracks to be described as Grime were takes by Wiley such as EskimoIce Rink and Igloo, Pulse X by Musical Mob and“Creeper” by Danny Weed.

Dave, the London MC and Drake collaborator explained the difference between rap and Grime in an Interview:

“Grime is its own sound. The instrumentation usually dictates it. It’s not limited to one tempo, but it’s mainly at this one tempo. It’s the entire sound in the industry that’s behind it. Basically, like you’d have drill music or trap music… grime has the tempo of 140 bpm, set usually goes up to 144.5, never goes down to 138. It has very grungy basslines, a lot of melody [and] a really hard-hitting sound.”

Dave continued: “Grime MCs usually have radio sets where they rap and switch instrumentals, when the beat changes they have to catch the drops in. If I’m rapping, there’ll be a beat underneath me, then they’ll change it and I’ll have to catch the drop.”

“There’s a lot more to it,” he added. “It’s like a sound, culture, style — the way that they dress and speak. Rap, for me, I go at any tempo and any sound of beat and incorporate melody as well.”

“Grime must be its own genre,” he said, when asked if grime was a sub-genre of rap.

The sound of the new genre spread via pirate ratio stations such as RinseFM and through the Underground scene, initially in London, then across Britain. By the mid-2000s Grime was mainstream.

However in August 2018, the BBC ran an article entitled Is grime dead? Or has it ‘just gone back underground’? The article suggested that Drill music, with its slower trap beats, was becoming more popular, along with Afrobeats, Afro-swing, or Afro-bashment. In the article, London-born photographer Courtney Francis, who had worked with Stormzy, stated:

“Grime had a boom, but then people changed. The music changes, people’s appetites change, and it’s gone on to Afrobeats and UK rap and drill now, and grime has gone back to the back burner.””Those same artists, and new artists as well, are doing their thing right now. The only difference is that it’s not in public spaces. It’s no longer the backdrop for TV programmes and you’re no longer hearing it on radio often.

“But everywhere else where grime existed before, it’s still there. 

“People are saying it’s dead because it was commercialised and it was accessible for more of the country. You didn’t have to search for grime. Grime was just there.”

“But,” he stresses, “only for the people who look for music in the commercial spaces.”  

“Grime isn’t dead. It’s just gone back underground.”

With one of Grime’s biggest Artists headling Glastonbury, just a year later, it could be argued that Grime is back in the mainstream.

Interview sources:

 https://www.bbc.co.uk/news/newsbeat-45017057 and https://www.nme.com/news/music/santan-dave-grime-rap-difference-video-2027048  

The Decline in Numbers Taking GCSEs in Creative Subjects

Figures released by the Joint Council for Qualifications on 22nd August, as GCSE results were announced, showed that although applicants for GCSE Art and Design and Performing Arts increased, overall, the number of students taking GCSEs in Creative subjects, (defined as define arts subjects as Art & Design, Dance, Design & Technology, Drama, Media/Film/TV Studies, Music and Performing/expressive arts), has decreased.

The number of applicants for GCSE Music has dropped a further 2.3% this year, with an overall decline of 18.6% in GCSE intake over the past five years.

This echoes the findings of Dr Alison Daubney in her Music Education: State of the Nation report that numbers of applicants for A Level music are also dropping.

Read more at: https://musicworkshopcompany.wordpress.com/2019/07/01/state-of-the-nation-music-the-appg-speaks-out/

Deborah Annetts, Chief Executive of the ISM and founder of the Bacc to the Future campaign said of the figures:

We are delighted that the uptake of art and design has enjoyed a 9.5% increase and performing arts a 7.7% increase in uptake this year. However, when looking at the wider context, this spike is not enough to correct several years of long-term decline in uptake, nor the issues within the art and design teacher workforce and diminishing curriculum time. We are also concerned that the uptake of other creative subjects is continuing to decline, including music (-2.3%), drama (-0.5%), design & technology (-23%), media, film and TV studies (-12.9%). Overall, since 2014 there has been a 28.1% decline in the overall uptake of creative subjects* at GCSE and a 16.9% decline in creative subject entries at A-Level.

While the Schools Minister is right when saying there has been an increase in the uptake of ‘arts’, this has only been within the art and design specifications. We, therefore, would urge the government to look at creative subjects as separate entities.”

The Cultural Learning Alliance’s analysis show the drop since 2010 with a 25% drop between 2010 and 2018 in Music GCSE numbers from 46,045 to 34,725.

The figures for A Level applications show a steeper decline for music from 2010 to 2018 with a reduction of 42% in music from 8,790 to 5,124.

The figures from the Joint Council for Qualifications also show that there is variation across the country of number of students taking GCSE music, with nearly 50% of GCSE music students living in the South, and just over 20% coming from the North. This is reflected in other Creative subjects with over 50% of applicants in Drama and Performing / Expressive Arts coming from the South with 20% coming from the North.

A Level Music applications mirror the pattern of GCSE applications, with again nearly 50% of applications coming from the South and just over 20% of applications from the North with similar figures for Drama and Expressive Arts.

Research by Birmingham City University, released earlier this year, highlights this issue, identifying ten parts of the country – including Blackpool, Bury and Hartlepool – where there were fewer than five entries for A-level music for the entire area.

Dr Adam Whittaker, a research fellow at Birmingham City University and the report’s lead author, stated:

It is deeply worrying that students in the most deprived local authorities are not able to study A-level music, while other more affluent areas see high numbers of entry.

The study found that independent schools account for a disproportionately high number of A-level music entries.

The report states:

It seems significant that the average class size for many of the entry centres in these local authorities does not exceed the national average of 3.3 students,” the report said, adding that the subject is “disappearing” altogether from schools in deprived areas.

Sources:

https://www.telegraph.co.uk/education/2019/05/31/average-a-level-music-class-now-has-just-three-students-study/

https://www.jcq.org.uk/

https://baccforthefuture.com/news/2019/gcse-results-day-2019

Clara Schumann – prodigy, performer, proponent and pioneer

Clara Wieck was born in Leipzig in September 1819. Although for decades she has been predominantly known as the ‘wife of Robert Schumann,’ her contribution to music as a performer, composer and inspiration was immense.

As a woman in a male-dominated world, she gives us a fascinating glimpse into creative relationships, and perhaps a sense of what other women could and did achieve, despite the familiar list of traditionally male historic composers.

She is to be celebrated for her own achievements, for the support she gave to Schumann and Brahms amongst others, and for the lost voices of many other women who were unable to achieve the same level of emancipation. Notably, while Clara’s work has often been marginalised by claims that her husband was the ‘real’ composer behind her work, she earned most of the money in the Schumann household, which was extremely unusual for the time, and her pieces were more popular than his.

Clara Schumann was a child prodigy. As Schumann’s wife she juggled an international solo career with motherhood to eight children, seven of whom survived infancy. She composed, promoted and inspired a vast amount of music, shaping the 19th century in a way few other artists could. 

Daughter of the ambitions piano teacher and instrument dealer, Friedrich Wieck, Clara Schumann spent the first 25 years of her life in Leipzig. Before her birth, her father had resolved that she would be a great musician. She made her concert debut in Leipzig’s Gewandhaus at the age of nine, her first complete piano recital was in 1830 (age 11) and her first extended tour to cities including Paris, Vienna, Copenhagen and St. Petersburg, was in 1831.

In 1830, Robert Schumann came to live and study with Weick. Seven years later, when Clara was 18, he asked permission to marry her. Weick objected and did all he could to prevent the wedding, but Robert and Clara went ahead, marrying the day before her 21st birthday, on September 12th 1840. 

From a modern perspective the image of the pushy father who had already decided his daughter’s career path and a man of 20 moving to live in a household where he subsequently married the daughter who had been 11 on first meeting doesn’t scream emancipation. But Clara was ambitious, and within the framework of society at the time, this path allowed her familial and creative happiness.

Her playing was said to be characterised by technical mastery, poetic spirit, thoughtful interpretation, a singing, tone, depth of feeling and strict observance of the composer’s markings. At the age of 13, she was one of the first pianists to perform from memory – standard practice amongst concert pianists today.

It was expected in the 1830s for performers to play their own compositions in recitals and Clara’s early compositions were written to show off her skills as a pianist, including writing for wide stretches up to tenths, due to her large hands.

Clara was just 13 when she began working on her Piano Concerto Op 7 and she performed it just after her 16th birthday at the Leipzig Gewandhaus. The work showcased Clara’s skill on the piano and gives the impression of improvisation. 

The work is being performance at the BBC Proms on Sunday 18thAugust at 7:30pm and will be broadcast live on BBC Radio 3.

One reviewer commented, “If the name of a female composer were not on the title one would never think it was written by a women.” However not all reviews were positive and one critic took issue with the unconventional key changes between movements. His only explanation for this was that, “Women are moody.” Comments such as these may help to explain Clara’s insecurities about her compositions.

While Clara’s ambitions as a concert pianist and composer were naturally hindered by the responsibilities of family life (though she still managed a career total of 38 concert tours outside of Germany), Robert encouraged her to compose. Their musical discourse was intense, and they studies scores, performances and literature together. They would write diary entries to each other, chronicling a significant and intimate narrative of the lives of two artists.

In 1853, composer Johannes Brahms met the Schumanns. Brahms remained a close friend of both until their deaths, despite the fact that he was in love with Clara.

In 1854, Robert, who had various mental health problems, attempted suicide, and was, at his own request, placed in an asylum. Brahms, who at this point came to stay in their home to offer support, was allowed to visit, but Clara could not visit her husband. She did not see him again until two days before his death in 1856.

Clara was 36 when her husband died, and notably, given this personal tragedy and the loss of her creative champion, all of her compositions date from 1853 or before. She simply stopped composing.  

In later life she said:

I once believed that I possessed creative talent, but I have given up this idea; a woman must not desire to compose—there has never yet been one able to do it. Should I expect to be the one?

In 1857, after her husband’s death, Clara moved to Berlin. Here, she taught, performed (she played regularly with the violinist Joseph Joachim and others) and edited Robert’s works and letters continuing to support her family.

Having had a direct influence on their compositions, she became known as both advocate and interpreter of the music of Brahms and Schumann. Brahms was always supportive of Clara’s professional career, and she was the first person to publicly perform any of his work (specifically the Andante and Scherzo from the Sonata in F minor, in Leipzig, 23 October 1854).

Clara continued to travel, whilst the children were looked after at home. In 1856 she first visited England, where critics received Robert’s music coolly. However she returned to London in 1865 and made regular appearances there in later years.

She became the authoritative editor of her husband’s compositions for Breitkopf & Härtel. It was speculated that she and Brahms destroyed many of Schumann’s late works which were tainted by his illness, but the Violin Concerto, the Fantasy for Violin and Orchestra and the Violin Sonata No. 3, all from 1853, have entered the repertoire, and only Five Pieces for Cello and Pianoare known to have been lost. She was instrumental in getting the works of Robert Schumann recognised, appreciated and added to the repertoire, promoting him tirelessly. Although when she began, his music was unknown or disliked, and the only other important figure in music to occasionally play Schumann was Liszt, she continued until the end of her long career. Those, therefore, who consider Schumann to have been influential on the 19thcentury must look to Clara for the fact that this influence has been realised. 

In 1878 Clara Schumann was honoured at a ceremony in Leipzig’s Gewandhaus to mark her 50th year as an artist.

She died on May 20th, 1896 (aged 76) in Frankfurt.

Her compositions include 29 songs, 3 partsongs, 4 pieces for piano and orchestra, 20 pieces for solo piano, and cadenzas for 3 piano concertos by Beethoven and Mozart; her works are numbered up to Op. 23, with 17 others without opus numbers. She set poetry by: Heine, Rückert, H. Rollet, E. Geibel, Kerner, F. Serre, Goethe, Lyser, and Burns (translated by Gerhard).

Fresh Ideas for Music – Notes from ROH Bridge

Last month MWC’s Artistic Director Maria Thomas shared her thoughts from the meeting of the All-Party Parliamentary Group for Music Education. This month she takes inspiration from the ROH Bridge’s annual conference, The Thriving Child

Maria Thomas
Maria Thomas

On the 28thJune, the ROH Bridge held their annual conference, The Thriving Child. This year, back at the Royal Opera House following the renovation of the Linbury Theatre, the conference was streamed across the country with people joining from the Lowry in Salford, West Suffolk College in Bury St Edmunds, the Midlands Art Centre in Birmingham, the Curve Theatre in Leicester and Ocean Studios in Portsmouth. 

Many speakers linked the topic of The Thriving Child to the UN Convention on the Rights of the Child which was agreed 30 years ago. Key to the discussion was Article 31 which states:

1. States Parties recognize the right of the child to rest and leisure, to engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and the arts.

2. States Parties shall respect and promote the right of the child to participate fully in cultural and artistic life and shall encourage the provision of appropriate and equal opportunities for cultural, artistic, recreational and leisure activity.”

The day began with delegates being welcomed by Alex Beard, CEO of the Royal Opera House before host for the day, Kirsty Wark took charge of proceedings. The day was split into four topics for discussion, the first being, “What affects the ability of children and young people to live, play and learn in 2019 in the UK?”.

Image: jrbelice

The first speaker, Dr Kitty Stewart, Associate Director of the Centre for Analysis of Social Exclusion at the London School of Economics and Political Science, gave a very clear view on what impacts young people’s ability to live, play and learn, with family income and investment in support services being key. Dr Stewart shared figures from the National Audit Office demonstrating the cuts to local authority services in England from 2010-11 to 2016-17 showing -50% cut to the Sure Start programme, -66% cut to services for young people, -41% to Arts development and support, -33% to library services and -49% to youth justice. She linked these figures to models that demonstrate the impact of these factors on children and families.

The second talk was entitled Beyond the Secret Garden and was given by Darren Chetty, a teacher, writer and researcher. Chetty raised another central issue for young people accessing the arts – the lack of diversity in children’s literature. He highlighted that 1% of children’s books have a Black, Asian and Minority Ethnic (BAME) main character and only 4% have any BAME characters at all. He told delegates of an experience he had as a teacher where a young BAME person in his primary class wrote about his family in a writing assignment and was told by a classmate, “Stories are about white people.” He raised the point that in education, there is often discussion of “pupil voice,” but he feels it is important to also highlight “teacher ear” to ensure educators are listening to young people. He recommended http://booksforkeeps.co.uk/ as a source for books for young people.

The final speaker in the first session was Sonia Livingstone, Professor of Social Psychology at London School of Economics and Political Science. Her discussion focussed on young people thriving online and suggested that offline, parents and teachers offer children and young people “scaffolded freedom,” giving them a chance to have freedom within a safe setting. However, she suggested that many parents and teachers feel they do not have the skills to do this online which may lead to them being restrictive in terms of access online for young people, or that young people are continually warned of the dangers online and so self-censor.

The theme for Session 2 was The lived experience of children and young people, and as is traditional at ROH Bridge conferences, we heard from young people. The first was a fabulous performance by the Palace Young Company from Watford Palace Theatre entitled, “We’re Waiting ….” which highlighted areas of concern for young people such as climate change, from advertising, social media, exams and Brexit.

The second part showcased the good practice of Gifted Young Generation based at The Grand Healthy Living Centre in Gravesend. We heard from four young people aged 16 – 18 who run a podcast called Thrive. The teenagers discussed how support from The Grand had given them a voice and helped them to grow in confidence.

The last session before lunch was a general discussion, hosted by Kirsty Wark, about how educators can support young people to thrive.

After lunch, Session 3 focussed on the question, “What role do the arts, creativity and cultural learning play in enabling children and young people to thrive?” The first talk was by Baroness Kidron, Commissioner of the Durham Commission on Creativity and Education, Filmmaker, member of the House of Lords and children’s rights campaigner. She shared some of the findings from the recent Durham Commission on Creativity and Education which will be published in September.

The second section was a discussion between Adam Annand, Associate Director and Speech Bubble lead at London Bubble and Dominic Wyse, Professor of Early Childhood and Primary Education at University College London. Adam discussed the work London Bubble do through their Speech Bubbles work, a national primary school drama intervention supporting children’s communication skills, confidence and wellbeing. For more on this watch the video below:

Adam raised the link between how feel and how we communicate. Professor Wyse suggested that it would be good to take the National Curriculum for Music and replace the word “Music” with “English” to move to a more playful approach to teaching language. The speakers discussed the importance of evaluating work to prove its worth and access funding, with Adam leaving delegates with the question: “How do we evaluate the twinkle in the eye of the child?”

The final speaker in Session 3 was Professor Pat Thomson, Professor of Education at University of Nottingham & Convenor of the Centre for Research in Arts, Creativity and Literacy. Her talk was entitled Tracking Arts Learning and Engagement: Arts education for cultural citizenship, and she shared her research in to how teachers use their experience of working with the Royal Shakespeare Company and Tate in developing classroom pedagogies.

The research worked with 30 schools and 1,442 students and highlighted that their findings found the importance of school support in introducing young people to the Arts. The project also showed that students who had worked with these organisations through schools were more likely to become audiences and more likely to become participants in the Arts than the national average. Professor Thomson also highlighted that all children and young people are active cultural citizens, and she likened this to children and young people coming to schools with individual cultural back-packs which hold all their previous cultural experiences. She suggested that educators need to help young people unpack these bags and share these experiences. She also highlighted the importance of “Arts Broker Teachers” who embody what it means to be culturally involved, who talk to their students about their cultural life outside school. She also stressed that her research showed a clear mutual respect between cultural organisations and teachers which enabled them to work together.

In the audience discussion, Janet Robertson, CEO of Action for Children’s Arts, introduced the Arts Back-pack which is currently in a feasibility stage. This is a project which, if implemented, will ensure that every primary school child in the UK has at least five cultural experiences in the school year. It has been proposed to government ministers, representatives from Arts Council England and key individuals within the sector as a way to combat the diminishing role that arts subjects play in schools across the UK. For more information see https://www.childrensarts.org.uk

Having started the day with depressing figures on the cuts to funding for young people, the formal part of day ended on a high with powerful Keynote speaker Akala, Hip hop artist, historian, writer and social entrepreneur sharing his experiences and lessons learnt through these life experiences. He particularly stressed the cost of expulsion to society. His advice to educators is:

  • Be brutally honest with young people
  • Be conscious of your own bias
  • Realise your brilliance … And impact

As is always key at these events, evaluation was needed at the end of day, but the ROH Bridge team gave delegates the chance to approach this slightly differently with young people hosting a number of areas for delegates to reflect on their experience including the “Washing line of Fresh Ideas.”

For more discussion from the conference see #ThrivingChild on Twitter


If you would like to know more about the Music Workshop Company or to book one of our bespoke creative experiences, contact Maria today.

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