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EMERGE(NCY) PARTY

This month’s guest blog is from a new initiative called EMERGE(NCY) PARTY which launches at the beginning of May. The initiative is aimed at asking young people how the world could change for the better after the Covid-19 crisis. It gives young people a voice in the crisis, to protest, to share and to celebrate – an opportunity to imagine and explore a better future through art.

EMERGE(NCY) PARTY

The project is open to young people aged between 12 and 18, who are interested in making art/theatre/music/film, community organising, forms of protest or simply have something to say in the midst of the current crisis.

EMERGE(NCY) PARTY part 1 will take place over 15 weeks from the beginning of May to the beginning of August with weekly online Zoom sessions for participants. These sessions will take the form of discussion and making workshops, including a check-in about how participants are individually coping, a discussion around ideas for positive community action and a practical workshop on a particular art form leading to that week’s creative assignment.

Themes of these workshops will include:

Personal Storytelling, Creative Limitations, Interviewing Techniques, Portraiture, Art as a Form of Protest, and Community Art

Creative assignments will include:

Photography, soundscapes and field recordings, making and editing short films, writing, theatre making, song writing, painting and drawing

The participants will be offered a creative mentor in an area of the arts that interests them, in order to help guide their creative responses to the tasks.

The young artist’s responses to assignments will be hosted online, at WWW.EMERGENCYPARTY.ORG which will archive their collective journeys.

Part 2 of EMERGE(NCY) PARTY will move offline once social distancing policies are being relaxed. This will offer young people the opportunity to organise celebratory community gatherings where they will showcase or exhibit their creative journeys. These events will be a chance for the young people to bring their local communities together again after isolation, reflect on their experiences and share their ideas for positive local initiatives moving forwards. They may involve, for example, a shared meal, hosted talks, performed readings or songs.

Sixty-five young people are already participating all over the country from Aberdeen to Coventry to London and the project hopes to engage 60 more in the coming two weeks.

The project is FREE to sign up to. There is a suggested donation for those who can afford it. All donations will go towards the running of the project and all profits will be donated to YOUNGMiNDS: https://youngminds.org.uk/

The Team

The team behind EMERGE(NCY) PARTY are Bethany West and Barney McElholm (Assistant Directors, Shakespeare’s Globe 2019), Emma Stones (NZ Fringe & RA Lates) and Jude Shapiro (British Red Cross). The project was inspired by Rebecca Solnit’s impassioned challenge to the social meaning of disasters in her book, A Paradise Built in Hell, which explores the social meaning of disasters.

The current crisis has radically and abruptly flipped the world for young people. They are being asked to make sense of cancelled exams, to accept that their teachers’ opinions will determine their futures, to cope with being separated from peer groups at a time in life when this is so fundamental, to live in close proximity to family at an age when independence is so important. And this is all a mere backdrop to the terrifying global battle between life and death; where their parents’ fears for their livelihoods and vulnerable relatives might, understandably, take precedence over the teenager’s stresses and anxieties

Bethany West, Co-Director EMERGE(NCY) PARTY

For too long our society has been built around supporting the voices of an aging voting population; making multigenerational decisions on Europe, the climate crisis and state debt. Triple lock pension increases holding hands with the cancellation of free school dinners. Young people have either been excluded from political discourse or worse, vilified by our leaders. We are giving young people a voice. It will be a voice of intelligence, ingenuity and hope.

Barney McElholm, Co-Director EMERGE(NCY) PARTY

Our Favourite Home Learning Resources

At a time when more families are engaged in home learning, the MWC team wanted to share online resources that might be useful over the coming months…

General advice on Home Learning

Home Learning UK are sharing their expertise – https://homelearninguk.weebly.com/

MWC’s Maria loves opera for so to find out the best places for streamed opera check out BachTrack’s list – https://bachtrack.com/search-opera/medium=2,3

Explore Folk Music from around the World with https://folkcloud.com


Singing

Need inspiration for some new songs? Check out Sing Up who are currently offering free resources – https://www.singup.org/home-schooling

For families who have budding instrumentalists here is some advice on specific instrument challenges:

Oboists – Parents guide to an oboists reed crisis! https://www.rachelbroadbent.co.uk/post/parents-guide-to-an-oboists-reed-crisis?fbclid=IwAR0b9FMcX8mnibH84EK3ARmwHEtxUmXslao0K2sQ1sPhqlFyUXTGrVe6WGk

Ever wondered how to tune a violin? ViolinSchool have a handy resource to help you https://www.violinschool.com/how-to-tune-a-violin/


Creative Activities

Keeping It Creative with Miss Hodgson – https://www.youtube.com/channel/UC04w15zk1qpp1wMVxIUN_BQ/videos?app=desktop

The Roald Dahl Museum has great resources to help children develop their creative writing skills – https://www.roalddahl.com/museum/make-stories

Creative Boom have put together links to lots of fun creative activities at –https://www.creativeboom.com/resources/fun-activities-to-do-at-home-brought-to-you-by-the-wonderful-creative-community/

Felt Tip Pen gives lots of suggestions for Art activities – http://felt-tip-pen.com/art-teaching-resources-you-can-access-anywhere/

Get free ballet Lessons with the English National Ballet – https://www.youtube.com/user/enballet

If you are looking for inspiration for theming activities, visit Teaching Ideas for festivals and celebrations from around the World – https://www.teachingideas.co.uk/events/march

London Bubble have created a free Speech Bubbles resource full of activities for drama at https://www.londonbubble.org.uk/parent_project/speech-bubbles/

64 Million Artists are sharing a daily creative challenge, sign up at https://64millionartists.com/


Exploring Art

Have a virtual day out at the National Gallery – https://www.nationalgallery.org.uk/visiting/virtual-tours

Explore Tate Modern with Nick Grimshaw and Francis Morris – https://www.tate.org.uk/art/360-video/grimshaw

Visit the Vatican including the Sistine Chapel – http://www.museivaticani.va/content/museivaticani/en/collezioni/musei/tour-virtuali-elenco.html


General Home-Learning Activities

BBC Bitesize includes resources and activities for children and young people from age 3 up – https://www.bbc.co.uk/bitesize

TTS are offering free downloadable resources for Early Years, Key Stage 1 and Key Stage 2 –https://www.tts-group.co.uk/home+learning+activities.html

Robin Hood Multi Academy Trust has free projects for Early Years, Key Stage 1, Years 3/4  and Years 5/6 on their website. These are broken into weekly tasks. Visit their site – https://www.robinhoodmat.co.uk/learning-projects/

NASA kids club has lots of activities for children – https://www.nasa.gov/kidsclub/index.html


Languages

Duolingo is a free app that supports learning a wide range of languages – https://www.duolingo.com/

Rosetta Stone is offering free access to their resources for the next 3 months – https://www.rosettastone.com/freeforstudents/


MWC’s Artistic Director, Maria loves Reading and History, so here are some recommendations in these areas…

Reading

Audible Stories now has free classic children’s stories – https://stories.audible.com/discovery

The World of David Walliams is offering free audio stories –https://www.worldofdavidwalliams.com/elevenses/

Literary Shed + has free resources for Key Stage 1 and Key Stage 2 – https://www.literacyshedplus.com/en-gb/browse/free-resources

Ok, it’s not quite summer yet, but the Summer Reading Challenge has lots of great resources – https://summerreadingchallenge.org.uk/

The Stay-at-Home! Literary Festival is an international online literature festival running from 27th March until 11th April 2020  – https://stayathomefest.wordpress.com/

And the British Library have great resources and activities linked to children’s books – https://www.bl.uk/childrens-books


History

Did you know you can do virtual visits to museums such as the British Museum? Read their top tips on how to access their amazing collection – https://blog.britishmuseum.org/how-to-explore-the-british-museum-from-home/

The Chester Beatty Museum in Dublin is one of Maria’s favourite museums, visit their virtual museum at https://chesterbeatty.ie/exhibitions/gift-of-a-lifetime/

The Ashmolean Museum in Oxford has more than 103,500 objects in its online collection – https://www.ashmolean.org/


Mental Health

And of course, supporting children, young people and their families with mental health.

We need to talk about Children’s Mental Health – https://weneedtotalkaboutchildrensmentalhealth.wordpress.com/2020/03/27/tips-to-share-with-children-to-help-them-cope-with-the-new-normal/


N.B. MWC is not affiliated with any of these websites. This list should not be taken as a recommendation for any products or services (and those featured should not claim any recommendation). All data and GDPR rules – and terms and conditions – should be closely scrutinised by schools and parents.

The images used in this post courtesy of Unsplash, by Goetz Heinen, Sharon McCutcheon, Dragos GontariuToa Heftier, Kelly Sikkema, Annie Spratt, Brett JordanNational Cancer Institute

BBC Young Composer 2020

The BBC have launched this year’s BBC Young Composer competition. Previously known as the BBC Proms Inspire Competition and the BBC Young Composer of the Year, the annual competition is open to composers aged between 12 and 18 from across the UK. Winners take part in a development programme and work with a mentor composer on a composition for the BBC Concert Orchestra, to be performed at the BBC Proms in 2021 in a special young composers concert. The closing date for entries to the competition is 5pm on Thursday 11 June 2020.

Former winners

The competition boasts an illustrious list of former winners including Shiva Feshareki, Kate Whitley, Tom Harrold, Alissa Firsova, Mark Simpson, Toby Young, Lloyd Coleman and Duncan Ward. 

Shiva Feshareki won the BBC Young Composer Award in 2004 and has since been honoured with the 2017 Ivor Novello Award for Innovation (formerly known as British Composer Award) and The Royal Philharmonic Society Composition Prize (2009). She achieved her doctorate from the Royal Academy of Music and her research has contributed to the rediscovery of some of the early innovators of electronic music such as Pauline Oliveros, Daphne Oram and Éliane Radigue. In the 2018 BBC Proms, Feshareki performed Oram’s Still Point for turntables, double orchestra and five microphones with the sound artist and curator James Bulley and the LCO. This performance took place in the Royal Albert Hall; the venue for which the work was written.

Kate Whitley runs The Multi-Story Orchestra with conductor Christopher Stark. Her composition Speak Out, which uses the words of Nobel prize winner Malala Yousafzai, was commissioned by the BBC for International Women’s Day 2017, in support of the campaign for better education for girls. Whitley won a Critics Circle Award in 2018.

Tom Harrold’s recent projects include Nightfires, a commission from the BBC Scottish Symphony Orchestra , a Concerto for Saxophone and Orchestra for Emma McPhilemy and the BBC Philharmonic Orchestra, A Brief Nostalgia for Birmingham Royal Ballet and Queensland Ballet companies, and Unchained, a mini-concerto for percussionist Colin Currie.

Alissa Firsova won the BBC Proms/Guardian Young Composer competition in 2001. She has since received two world premieres at the BBC Proms: Bach Allegro in 2010 and Bergen Bonfire in 2015. Alongside her work as a composer, Firova is also a pianist and conductor and her triple-debut with the English Chamber Orchestra at the Cadogan Hall in 2013 as director, composer and conductor.

Mark Simpson won the BBC Proms/Guardian Young Composer of the Year competitions in 2006. In the same year he won the BBC Young Musician of the Year – he was the first (and to date the only) musician to win both. Some of Simpson’s composing highlights include the premiere of his first opera, Pleasure, with a libretto by Melanie Challenger, commissioned by Opera North, the Royal Opera House and Aldeburgh Music with performances in Leeds, Liverpool, Aldeburgh and London. He also gave the online premiere of Darkness Moves for solo clarinet, commissioned by the Borletti-Buitoni Trust.

Toby Young won the Guardian/BBC Proms Young Composer of the Year in 2006 and 2008, going on to win the International ABRSM Composition Competition in 2009. Young’s works have been performed by orchestras such as London Symphony Orchestra, Royal Philharmonic Orchestra and the Academy of Ancient Music, and choirs such as Westminster Abbey, the Joyful Company of Singers, and the BBC Singers. He is currently Composer-in-Residence with the Armonico Consort, following past residencies with the London Oriana Choir and Reverie and being the featured composer at the Kings Lynn and Stratford Festivals.

Lloyd Coleman works closely with conductor Charles Hazlewood and the British Paraorchestra, the first professional ensemble in the world comprised of disabled musicians. In 2017 Coleman was appointed as their first Associate Music Director and he wrote Towards Harmony for the ensemble. Alongside his composing and performing work, Coleman is also a presenter on TV and Radio including for the BBC Proms.

Duncan Ward won the BBC Young Composer of the Year in 2005 and now spends time both as a composer and conductor. Ward’s recent commissions include an encore for the Bamberger Symphoniker, premiered under Rafael Payare in March 2019 and Rainbow Beats, a work for orchestra for the South African organisation MIAGI (Music Is A Great Investment) was premiered on a major tour of Europe in Summer 2018 in celebration of Nelson Mandela’s centenary including performances at the Elbphilharmonie, Concertgebouw, Berlin Konzerthaus and Verbier Festival.

The competition is a springboard for up and coming composers. Winners and highly commended composers are invited to join the BBC Young Composer Ambassadors, giving an opportunity to develop an ongoing relationship with the BBC Proms. Past winners have received additional commissions from the BBC such as:

  • Tom Harold’s Raze for BBC Symphony Orchestra at the Last Night of the Proms in 2016
  • Grace Mason’s River for Proms At…Stage@TheDock in 2017 which was commissioned by BBC Radio 4’s ‘Front Row’ programme and the BBC Proms to celebrate the 300th anniversary of Handel’s Water Music.
  • In 2018, Alex Woolf’s The NHS Symphony which is a half-hour portrait in music and sound of the National Health Service as it celebrated its 70th anniversary. The work was nominated for an ARIAS Award (the BAFTAs of UK Radio) in the Factual Storytelling category in October 2018.
  • Sarah Jenkins, the 2017 winner was commissioned to write And the Sun Stood Still for the BBC Concert Orchestra
  • Alexia Sloane’s Brink was written for BBC Concert Orchestra and will be premiered on Thursday 19thMarch at the Queen Elizabeth Hall at the Southbank Centre, London. Details at https://www.bbc.co.uk/events/ezhn5v
  • The BBC Singers’ commission for International Women’s Day 2020 entitled Seven Ages of Woman features 7 composers including Helena Paish and Electra Perivolaris
  • Mark Simpson is currently Composer in Association with the BBC Philharmonic, works include The Immortal and his Clarinet Concerto

The competition

Each year the compositions are judged by a panel of leading composers and music industry professionals who have a keen interested in finding and developing young talent. This year the judges include Errollyn Wallen, Shiva Feshareki (former winner), Matthew Kaner and the Director of the Proms, David Pickard. More judges will be announced soon.

The judges will assess the submissions based on compositional idea, originality and creativity and entries are judged in three categories:

Junior Category aged 12-14

Junior Category aged 15-16.

Senior Category aged 17-18

(Note: age category is determined by age on the closing date)

To enter, compositions should be uploaded to www.bbc.co.uk/youngcomposer where the applicants have a form to complete alongside submitting the audio composition file. Compositions can include any instrumentation such as voices, acoustic instruments, electronic instruments and computer-generated sounds.

Past participants have highlighted benefits of taking part in the competition such as meeting people with similar interests, having the opportunity to collaborate, working with established composers and hearing their works performed by professional musicians.

So why not enter the competition this year? The closing date for entries to the competition is 5pm on Thursday 11 June 2020.

For more inspiration, listen to works by former winners at: https://www.bbc.co.uk/programmes/p030pblf

Featured images source: https://commons.wikimedia.org/wiki/File:John_W.Bubbles%27_Music_Writing_Pen(32869862850).jpg

The National Trust at 125 – Honouring British Composers

The National Trust was founded on the 12th January 1895 by Octavia Hill, Robert Hunter and Hardwicke Rawnsley. As the Trust reaches its 125th birthday, we share its celebration of famous British composers and the work it does to inspire a new generation.

Octavia Hill

Leith Hill Place – Ralph Vaughan Williams

Leith Hill Place in Surrey was the home of Ralph Vaughan Williams from the age of two until he was 20, when he went to study at Cambridge. He arrived at Leith Hill Place with his mother after the death of his father, when they moved to live with his mother’s parents. His early music education came from his aunt Sophy who taught him piano. He also learnt violin, viola and organ. After schooling at Charterhouse, he went to the Royal College of Music and then to the University of Cambridge.

Ralph had a passion for bringing music into people’s lives. In 1905 he helped his sister, Margaret Vaughan Williams and Lady Evangeline Farrer to start the Leith Hill Music Festival, an annual competition for amateur choirs. He remained as Festival Conductor for nearly fifty years and the Festival continues to thrive.

Leith Hill Place has been in the hands of the National Trust since 1945. Set in beautiful countryside, the house celebrates the work of Ralph Vaughan Williams with a timeline of his life. At the house you can also see Ralph’s piano on which he composed works such as Lark Ascending and his Symphonies 1-9. The piano, which remained in the family, has now been restrung and fitted with a new tuning plank so it can be played. On the second floor of the house is an audio guided tour of Ralph’s life and music.

Leith Hill Place is also notable for it’s links to other members of Ralph’s family. His grandfather was Josiah Wedgwood III (of the ceramics company) and his grandmother was Caroline Darwin, sister of Charles Darwin. Charles Darwin conducted experiments in the grounds of the house.

The Firs – Edward Elgar

Edward Elgar was born on 2nd June 1857 in The Firs in Broadheath, an early 19th Century Worcestershire cottage. At the time, his father, a musician, was a piano tuner, church organist and amateur violinist, his mother was a farmer’s daughter who wanted her children to grow up in the country.

Although Elgar was only two years’ old when the family left The Firs, his mother often sent him and his siblings back to Broadheath for summer holidays, when they would stay on a farm. This developed Elgar’s lifelong love of the area which led to his request on receiving his Baronetcy for the title ‘Baron Elgar of Broadheath’.

In 1934, before his death, Elgar confided to his daughter Carice that he wanted to be remembered in Broadheath, and so in 1935, Carice with the help of Alderman Hubert Leicester, persuaded the corporation of Worcester to purchase the cottage. She also requested that all memorabilia relating to Elgar be returned to the cottage.

The Firs continues to celebrate the life and work of Elgar through maintaining artefacts, talks and concerts. A key part of the National Trust’s work is to help visitors to appreciate the area that so influenced Elgar with a series of walks around the Worcestershire countryside.

575 Wandsworth Road – Cevanne Horrocks-Hopayian

In 2015, the National Trust and the London Symphony Orchestra (LSO) developed a composer in residence project. Cevanne Horrocks-Hopayian, an LSO Soundhub associate, created works inspired by 575 Wandsworth Road, London. The house was owned by late Kenyan-born poet, novelist, philosopher of mathematics and British civil servant, Khadambi Asalache, and was acquired by the National Trust in 2010.

Asalache bought the house in 1981 and turned it into a work of art. The project started when he fixed pine floorboards to a damp wall and he went on embellish walls, ceilings and doors with handcarved fretwork patterns and motifs .

Horrocks-Hopayian took part in a two year residency, working with LSO musicians to interpret the history of the house and the work of Asalche. Her first composition from the projects combined a recording of Khadambi Asalache’s thumb piano with extracts from his poems.

Alongside her composition work, Horrocks-Hopayian work with the local community such as the Festival Chorus Wandsworth, work which further inspired her compositions.

Michael Price – Tender Symmetry

In 2018, Michael Price released his work Tender Symmetry, in answer to National Trust locations across England. The works were both informed by and recorded in spaces such as of Fountains Abbey in Yorkshire to the Fan Bay World War II shelter, in the chalk cliffs of Dover.

Michael Price explains: “For Tender Symmetry, I stopped admiring and started participating in these buildings. This began as an exploration of writing and recording out in the world beyond the studio. I am interested in where we build our homes in an increasingly virtual world and the spirit of place we feel as we walk our local streets, our schools, temples and public spaces…Taking inspiration from a place, and the stories it told, then going back to that place to record, sometimes in less than ideal conditions, made the two-year adventure much more like shooting a film than making a record.”

Fountains Abbey

The locations for Tender Symmetry are:

  • Speke Hall, Liverpool, Merseyside – a Tudor manor house on the banks of the Mersey, restored in the 19th century, so combining both Tudor and Arts and Crafts features
  • Quarry Bank, Cheshire – a great industrial heritage site, containing an 18th century working mill and the homes of a complete working community
  • Fountains Abbey, North Yorkshire – the largest monastic ruins in the country, founded in 1132 by 13 Benedictine monks from St Mary’s in York
  • 2 Willow Road, London – an innovative and influential Modernist home, designed in 1939 by architect Ernö Goldfinger for himself and his family
  • Sandham Memorial Chapel, Hampshire – a world famous chapel which houses an epic series of large-scale paintings, by acclaimed war artist Sir Stanley Spencer
  • Fan Bay Deep Shelter, Kent – a tunnel complex constructed inside the White Cliffs of Dover in  1940/41 as accommodation for the gun battery above
  • All Hallows, Gospel Oak – the only location not owned by the National Trust, where Shade Of Dreams was recorded.

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 

Click to access DurhamReport.pdf

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

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

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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