I think it's fair to say there was a collective sigh of relief across the education sector following the recent general election. A new Labour government has formed, promising to reset the government's relationship with the sector and transform the image of teaching. This includes re-establishing teaching as ‘an attractive, expert profession, where the immeasurable impact which teachers can make on children's lives is truly valued’.
For teachers generally, whatever your subject, this will sound encouraging. For music teachers, it's particularly welcome in the context of pressures around recruitment, funding, school accountability measures, and a top-down approach that has reorganised music hubs. In her Letter to the Education Workforce, the new Education Secretary, Bridget Phillipson, pledged ‘to listen’. Early days, perhaps, but an encouraging first step.
There are signs, too, of greater empathy towards the arts. The Labour front bench has been vocal in wanting to halt the decline of music, drama and sport in state schools, and Sir Keir Starmer, among others, has a personal story of having benefited from learning a musical instrument, thanks to the state. This could make a difference. Moreover, there was a moment to savour during the Prime Minister's recent trip to Cardiff, visiting the Senedd. Standing with Welsh First Minister Vaughan Gething, he chanced upon a children's choir, from Ysgol Treganna, rehearsing for an upcoming visit from the King. ‘You have a beautiful voice’, he exclaimed, using the singular form of the noun as if recognising the collective endeavour.
Keeping with this theme, this month's MT focuses on access and inclusion, from research and lived experience to new opportunities and strategies. Kay Tucker gives a personal account of raising children with special educational needs and disabilities, and how this impacted her approach to string teaching, and Ben Sellers describes an exciting research project involving augmented reality headsets and their use in piano lessons. Liz Stafford meanwhile, describes adaptive teaching strategies in the classroom, for performing, composing, listening and note-reading tasks, and MT interviews the head of WCIT at Birmingham's Services For Education. We also hear from a peripatetic tabla teacher on how Darbar Academy's project for schools is widening access to Indian classical music.
Elsewhere in this issue, Edward Maxwell discusses the dos and don'ts (and grey areas) of working as a VMT, with helpful links to HMRC, the ISM and the MU. Kay Charlton shares advice on how to inspire beginner players and keep them engaged, and Mark Kesel makes the case for digital music exams, explaining why these are more popular than ever despite the pandemic being in rear-view mirrors.
Finally, please note the deadline for nominations for the 2025 Music and Drama Education Awards is Friday 16 August. For the categories and details of how to nominate a deserving individual, school, resource or project, do visit the Awards website.
Have an enjoyable and relaxing summer!– Phil Croydon, editor
