It was with a sense of incredulity that I read the words above on my twitter feed, whilst in Paris on tour with three of our senior choirs last week!
My immediate response on twitter was to declare that there is no such problem at SHSK – and I’m jolly grateful that this is the case. It seems desperately sad (and very infuriating) that the headmaster of Marlborough College has deemed it necessary to bemoan the ‘death of the art of choral singing’ in the National Press. Whilst educational reforms are doubtless leading to the decline of singing in primary schools it seems defeatist to claim that the whole art of choral singing is in jeopardy.
Doubtless, the lack of expertise in music among primary school teachers, and the limitations on the curriculum and resources has had a huge impact on music education. Having said this, there are many organisations trying to redress the balance and make music accessible to primary students. When the budget for instruments is non-existent, surely singing is the obvious solution? Everyone has a voice – and everyone should be encouraged to use it. Organisations like ‘Sing Up’ even provide all the resources for schools to get involved, and include songs which link to other areas of the curriculum, so that every school can use singing as part of the daily lifeblood of teaching. Whilst these resources are not free, they are available at reasonable cost, and are accessible to everyone, no matter how little previous musical experience they have.
There are numerous articles about the benefits of musical education to all round academic skills, and how music influences personality traits, improves concentration, team work and basic listening skills – even in those with little obvious musical ‘talent’. Music is also hugely enjoyable, and a great social leveller – as long as the ‘teacher’ doesn’t make assumptions that certain social groups won’t cope with, or wont enjoy specific musical genres. Anyone watching the TV programmes made by James Rhodes on just this subject a few months ago will know how excited young children are when they are exposed to all sorts of music.
I am well aware that I work in a privileged environment as a music teacher. There are nearly 500 music lessons a week happening in the department where I work, over 100 of these are girls receiving individual weekly singing lessons. There are ten separate choirs and vocal ensembles which cover all age groups and abilities. Music is a weekly part of the academic curriculum in years 7 and 8 and many students continue with academic music into GCSE and A level. Of those who continue to A level a high percentage choose to read music at University. There are 30 visiting music teachers, 2 academic teachers and a wealth of other music clubs and groups to support music education at the school. There are even supporting clubs for aural skills, sight singing and music theory. Each year there are joint musical productions with the drama department, a Music Theatre concert, and in recent years concerts of Opera Scenes, and a fully staged production of Dido and Aeneas. Last year there were 45 different concerts across the school year. There really is no limit to the opportunities open to these girls, and they grasp them with both hands. More often than not we are limiting the number of choirs they can sing in, rather than forcing them unwilling into rehearsals!
Colleagues and friends who work in less well funded schools across the country are also proud of their choral traditions and the musical opportunities offered to their students. Many have used choral singing as the basis for igniting a musical passion in their schools – and have been exceedingly successful in so doing.
So why is music at SHSK so successful? For me the answer is simple (whilst multi-faceted):
- Freedom. It starts with a Head of Department who allows the staff to be creative, and to get involved. When the staff are given freedom and encouraged to take part, they are naturally more inclined to give of their time and energy to run a wide variety of activities.
- Music is infectious. Girls coming in to the school see their peers, friends, and role models taking part in music. They see that it’s fun, and that there really is an activity for everyone. They are rewarded for turning up to weekly rehearsals by a sense of community, and pride in their success when they perform in concerts or competitions.
- Aspiration and accessibility. There is a hierarchy of activities, with some only open to musicians who have reached the highest standards of musicianship. This drives the girls forward, as they want to earn their place in these elite groups and become role models themselves. However, none of the ‘elite’ musicians is on a pedestal. They also participate in the groups which are open to all-comers, and with a breadth of musical talent established in every year group, there are no ‘divas’. Certainly, there are individuals who stand out from the rest, and achieve many accolades, but it is rare for there to be one single musician who takes all the glory. As the girls reach sixth form they may well have confidence in their abilities, but they are aware of other talented individuals who they meet at national and local competitions. They never become complacent, and they care about the music which is so central to their weekly experience. Music forms friendships which last well beyond school, shared community and rest-bite from academic pressures.
- Resources. The music staff have such freedom as they also have access to the resources to support them. Without this, I am certain that some activities would continue to thrive, but it certainly helps when there is financial backing for the ‘showstopping’ extras which have the greatest impact.
- Parental support. I have no doubt that this also has a significant impact on the level of music making at school. If parents didn’t collect their daughters after weekly rehearsals after school, continue to come to many concerts, and ask the simple questions like ‘how was your singing lesson today?’ then the standard of music making would decline rapidly. With the parents also understanding the benefits of a musical education, it is so much easier to inspire students to push themselves through a plateau in their learning, or to keep on attending rehearsals.
There has been a strong choral tradition for many years at SHSK. When I started at the school back in 2004 there were only 20 or so girls having singing lessons, but the standard of the Chapel Choir was excellent, and there were opportunities for choral singing across the whole school community. Those opportunities have expanded a great deal, and I hope that we will always be looking for new experiences to offer our students. Last week in Paris the girls sang at Euro Disney in front of the Princess’ Castle, followed by recitals at Notre Dame Cathedral and La Madeleine. Needless to say they performed a wide variety of repertoire in these disparate locations, but all emphasised that they had enjoyed each as much as the others. There was great envy among those too young to come on tour this time, and much excitement already for the next music tour – and for concert opportunities in the coming year. The girls made friendships across year groups and bonded over these experiences which I know will stay with them for many years to come.
I’m very happy to report that the art of choral singing is certainly alive and kicking in this corner of Oxfordshire, and I’m confident that it can be so EVERYWHERE with a little encouragement from those in a position of influence! Perhaps Marlborough College just needs an injection of enthusiasm from somewhere. Fingers crossed they get it soon!
For reference the original article can be read here: http://www.telegraph.co.uk/education/educationnews/11736981/Why-is-no-longer-cool-to-join-the-school-choir.html