The exam board of the Royal Schools of Music, ABRSM, has today published Making Music, the most comprehensive survey of the learning, progression and teaching of musical instruments ever conducted in the UK. Together with many prominent UK music education organisations, including the Arts Council, Ofsted, Trinity College London and Youth Music, the ABRSM’s report finds much to celebrate yet much to improve.

As a result of recent political- and sector-driven initiatives, such as the first National Plan for Music Education and the creation of music education hubs, more children than ever are now playing a wider variety of musical instruments: 76 per cent of UK children aged five to 14 say they ‘know how to play’ instruments compared to 41 per cent in 1999, and more people are now learning the electric guitar than the violin; technology is also having a significant impact on music-making.

However, sustained music education tends to be more prevalent in wealthier families, and there still remains 15 per cent of all five- to 17-year-olds who have never played a musical instrument. Moreover, the report also shows an uneven social and geographical picture in terms of access, provision and progression: 40 per cent of children from lower social grades said they had no opportunity to learn at school.

Said Lincoln Abbotts, Director of Strategic Development at ABRSM, said: ‘We must continue to collaborate to improve progression routes in musical learning and coordination among schools, private teachers, music services, community music and national organisations. Together we should explore the implications of the reports’ findings and continue to champion the role of music and music specialists in schools, so that leaders can truly understand the positive impact they make.’

These sentiments will no doubt be echoed by James Rhodes, the concert pianist whose Channel 4 programme Don’t Stop the Music concludes tomorrow night. Rhodes is on a mission to enable every school child to learn an instrument, and has been trialling his ‘instrument amnesty’ project at St Teresa’s Catholic Primary School in Basildon, Essex. In a bid to show viewers just how dire music education can be in primary schools, he has perhaps been overstating the negative aspects, such as what he believes is a lack of support for music teachers; according to the ABRSM report, teachers rate job fulfillment as eight out of 10 on average, and are more fulfilled the longer they remain in the profession.

But even if the climate isn’t as bleak as has been feared, there is still more than can be done, and few would argue with the report’s suggested ‘next step’ of championing the role of music and music specialists so that ‘head teachers and governors truly understand the positive impact they can make’, nor with the report's conclusion: ‘Our Making Music report clearly demonstrates that there is a lot to celebrate in the field of instrumental teaching, learning and playing in the UK. It is our challenge to ensure that the findings of this report will galvanise and inspire those within our sector – and those who have the power – to influence, change and further improve the circumstances in which children and adults engage with music.’

(Main photo credit: Paul Cochrane Photography)