Dont Stop the Music – Media Coverage

Media Coverage

A campaign by July – December 2014

Contents Campaign Overview Campaign Breakdown National Amnesty Coverage Comment & Political Coverage Regional Amnesty Coverage Education Press including school registration Music Press

Campaign Overview tpr media consultants was commissioned to design and implement a dynamic, visible media campaign around the different elements of James Rhodes’ Don’t Stop The Music campaign (DSTM). This involved supporting the drive for school registration, instrument donations as well as the political campaign. While we wanted to maximise the publicity afforded by Channel 4’s two-­‐part series – and we worked closely with the in-­‐house publicist to this end – the channel couldn’t be directly associated with either the nationwide instrument amnesty nor the political campaign. It was also important to ensure that instrument amnesty partners Oxfam and Yodel and supporters Universal Music and Yamaha were not associated the political campaign. Separating the different elements was challenging at times.

We felt that the amnesty required a strong national profile coupled with grassroots (regional) coverage in print, online and broadcast. We invested considerable resources liaising with 20 key schools and also created a resource pack for schools, which included a template release and clear instructions on how to place stories. This was sent to all participating schools. We pushed the targeted regional element at different stages of the campaign e.g. we sent out over 20 re-­‐versioned celebrity releases to major regional papers and set up a dozen interviews with James and local schools downs thes line. This paid off in terms of coverage and the aim was to make DSTM campaign feel local and national at the same time. We liaised extensively with Oxfam and Yodel. We also alerted the DSTM social media team of forthcoming coverage and used twitter to share stories.

The Mirror was for all intents and purposes our media partner carrying two major pieces and free advertisements.

Trinity Mirror Group also has over 30 regional papers (including Manchester Evening News) and we liaised with them to place pieces about the schools in their area. tpr liaised with the Soho Theatre to invite prominent supporters of the Don’t Stop The Music campaign, along with influential arts writers, to attend James Rhodes’ December concert series with guests. The aim was to benefit the political aspect of the campaign, as well as future projects, by strengthening relationships. The gesture was received positively with delighted RSVPs from Janet Murray (Guardian), Rosie Millard (freelance), Chris Harvey (Telegraph), Gabriel Tate (freelance), who greatly enjoyed the concert and expressed their thanks Below we have highlighted key areas of coverage. We only have a selection of cuttings as we did not have a dedicated cuttings service for the amnesty or political campaign.

Compiled by tpr media, November 2014

sophie@tpr-media.com / +44 (0)20 8347 7020

Campaign Breakdown National Amnesty Coverage James Rhodes officially launched the instrument amnesty on BBC Breakfast on 5 September. The 7-­‐minute interview was broadcast to 7 million people. CBBC Newsround also ran a story which was filmed on the same day.

During September and October, James took part in dozens of broadcast interviews including BBC World Service, BBC Radio 5, BBC London’s The Robert Elms Show, and numerous regional radio stations including BBC Manchester, BBC Newcastle and BBC Berkshire. In many cases, participating schools were interviewed.

Towards the end of the national instrument amnesty it was covered again by CBBC Newsround – this included filming at a Salford-­‐based school when children received their instruments – and Channel 4’s Daily Brunch on Wednesday 26 November.

Sian Griffiths, the education editor of The Sunday Times, interviewed James for a news piece to announce the campaign nationally.

The launch of the DSTM Instrument Amnesty was incorporated into features about the series launch handled by Channel 4 and included a full-­‐page feature in the Evening Standard by Richard Godwin (‘Settling Scores’, 29 August) and Time Out by Gabriel Tate (‘Five Things you know about...James Rhodes’, 2 September).

The campaign’s celebrity endorsements received a positive response with a feature in the Daily Mirror which picked out quotes of high-­‐profile backers. This was replicated in the Mail Online. The Press Association ran a showbiz story that was issued to nationals and regional press and received extensive regional pickup.

Following the success of the amnesty, Time Out published a piece on 18 November focusing on the generosity of donors across the country and showcasing the thoughtful notes that had been included (‘A lot of twag for your buck’). The i100 also published a follow up piece the same day, entitled ‘Meet the man helping a generation of Britons to learn music’. Once again Press Association issued a story which was picked up regionally.

Comment and Political Coverage Placing comment pieces in national and education media from major influencers and thought-­‐leaders was central to the campaign. Christina Paterson’s comment piece in the Guardian (‘To learn to love music is to learn about joy’, 16 September) was followed by a thought-­‐provoking piece by respected Guardian music commentator, Tom Service (‘James Rhodes needs your unloved and unplayed instruments’, 13 October). Meanwhile the Telegraph published a comment piece by Julian Lloyd Webber (‘Teach youngsters music and they will soar’, 16 September) and the Independent and Times ran pieces by Adam Sherwin (9 September).

Alongside this, tpr placed two authored pieces by James Rhodes, one in the Daily Mirror (‘Concert pianist’s plea for unused instruments’, 9 September), and another in the Huffington Post (‘Music and the arts should not be relegated in our children’s lives’, 30 September).

DSTM was mentioned in the Times in relation to ABRSM’s annual report Making Music (published September). James Rhodes was also subsequently interviewed for a follow up piece in the Times but an interview with the Today programme fell through at the last minute. An open letter by James supported by a range of key music organisations and celebrities ran in the Sunday Telegraph on 23 November linked to a news story which included interviews with James and Julian Lloyd Webber (‘Children ‘let down’ over music’).

Regional Amnesty Campaign tpr worked closely with The Mirror to identify regional publications in the Trinity Mirror Group that corresponded to the locations of primary schools involved with the amnesty. tpr also compiled a template press release for participating schools to distribute, along with a comprehensive publicity information pack. This included steps bys step instructions on how to place stories across all media. This resulted in over 15 regional news stories about the amnesty focusing on the personal stories of teachers and students, covering major cities including Newcastle, Manchester, Reading and York.

Education & Music Press It was important to target specialist education press and associations from the outset, not only to encourage primary schools to register for instruments, but also to establish the credibility and backing from the education sector.

The TES was the key publication and at an early stage tpr media secured a news story (‘Instrument amnesty aims to give all children the chance to learn music’, 1 July) along with a double-­‐page ‘My Best Teacher’ feature with DSTM supporter Labrinth. Later, ahead of Nicky Morgan’s speech at the Conservative Party Conference on 30 September, the TES ran a comment piece by James Rhodes entitled 'Dear Nicky Morgan, it's time to stop viewing arts and music as second-­‐class subjects' (30 September).

On 2 September, Janet Murray interviewed James for Guardian Education (‘Pianist tackles 'shocking state' of school music lessons’). There was a substantial level of engagement in the ‘Comment’ section online, the piece has since been shared over 6000 times on Facebook and Twitter. Guardian Professional Network ran an online feature alongside this interview entitled ‘Ten resources for teaching music’.

Meanwhile, the launch of the schools registration website (www.registermyschool.co.uk) in July was picked up as a news story by key education outlets including the TES, Primary Times, Innovate My School and Music Education.

Alongside this, tpr reached out to key teaching associations, including The Music Education Council and The Association for Music Education who circulated emails to their contacts. The TES and Guardian Professional Network both tweeted to encourage schools to register. tpr also reached out to a targeted list of music trade publications and the campaign received support across the board from outlets such as Music Week, MiPro, Music Education and Sinfinimusic.com.

Compiled by tpr media, November 2014

sophie@tpr-media.com / +44 (0)20 8347 7020

National Amnesty Coverage

Television

Radio

This is a selection of the key radio stations James was interviews on

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Jamie to beat the drum for school music

Sian Griffiths

JAMIE OLIVER, the TV chef who led a campaign to improve Britain’s school dinners, is backing a new initiative to boost music lessons in state schools.

The drive, spearheaded by classical musician James Rhodes, will be launched next month with The Great Instrument Amnesty, a threepart television series produced

by Oliver’s company Fresh One. Rhodes, who presents the series, credits music with “saving his life” after he was sexually abused by a teacher at Arnold House, his London prep school, when a pupil.

“Music is becoming a luxury rather than a basic human right for children,” said Rhodes. “Orchestras and tuition are disappearing.

Whether or not you learn to play an instrument through school is a postcode lottery.

We have a real chance here to make a difference, like Jamie did for school food.”

As part of the series Rhodes, a pianist whose albums have topped classical music charts, will ask families to donate unwanted instruments such as violins, cellos, drums and guitars to their local Oxfam shop. From there the instruments will be reconditioned and passed on to primary schools.

The test bed for the scheme is St Teresa’s Catholic primary school in Basildon, Essex, where Rhodes spent nine months with the pupils.

He began by asking local families and a military brass band to donate unwanted instruments and was inundated with offers.

A message with a trumpet donated by a grandparent who had played in a 1950s marching band said: “I hope this trumpet brings you as much pleasure as it brought me.”

Rhodes also persuaded students from London Guildhall School of Music to tutor the children without charge and asked London Sinfonietta members to visit the school as a surprise and play Beethoven’s 5th for the children. “It was fantastic.

Lots of the children had never seen an orchestra before,” he said.

The experiment was a success with the pupils, who had previously had to share one instrument among a class of 22 pupils. The were able to take their own musical instruments home for the first time and join a new school orchestra.

“Learning to play an instrument gives you confidence,” said Rhodes, who is to call on Nicky Morgan, the education secretary, to provide funds for every school child to have music lessons.

The Great Instrument Amnesty, Channel 4, September 9 @siangriffiths6

Oliver’s firm made the TV series

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Meet the man helping a generation of Britons to learn music Posted 19 hours ago by Josh Barrie in people

He passed his Grade 8, then?

Actually, no. Despite starting early, James Rhodes never progressed past his Grade 3 exam. But that hasn’t stopped him – he’s now one of the most recognisable classical pianists in the world and an educational campaign he’s set up is doing pretty well.

It’s making a lot of noise?

The 39-year-old’s instrument amnesty, Don’t Stop The Music, has now collected more than 6,000 donated instruments, which will be passed on to primary schools throughout the UK so children can learn to play them.

Any help from his friends?

Fellow stars such as Labrinth, who donated a guitar, and Laura Marling, who handed over a dulcimer, have helped – while figures such as Sir Paul McCartney have given their support.

It struck the right note.

Indeed. He’s now calling on the Education Secretary, Nicky Morgan, to deliver the Government’s pledge to give every child in the country the opportunity to learn an instrument.

Music is his first love?

The pianist says music saved his life. When he was starting out professionally, he ended up in hospital because of mental illness. It’s not just about health, though.

Quite simply, he feels a music education “is a right, not a privilege”.

Since his shaky start, Rhodes has sold out the Royal Albert Hall, has a host of celebrity fans, and is a well-known culture blogger for major newspapers. He’s also the first classic pianist to be signed to Warner Bros. Records.

Comment & Political Coverage

news.tes.co.uk https://news.tes.co.uk/b/opinion/2014/09/30/39-dear-nicky-morgan-it-39-s-time-to-stop-viewing-arts-and-music-as-second-classsubjects-39.aspx

'Dear Nicky Morgan, it's time to stop viewing arts and music as second-class subjects'

James Rhodes, classical pianist who is heading up the Don't Stop the Music campaign, writes: This year I went back to primary school. Not to polish up on my reading, writing and arithmetic, but to find out just what the state of music education is for our children. I was not expecting what I found. Sure, I didn’t imagine every school would have its own orchestra, but I was shocked to discover that some schools have no proper music lessons whatsoever.

Today Nicky Morgan will give her first major speech as education secretary. It’s her opportunity as the newly appointed secretary of state to set out what the government plans to do to ensure that every child gets a good education. And I, for one, am keen to hear what she has to say.

Ever since the 1990s, politicians of all parties have put education right at the top of their agenda. I couldn't agree more. But we seem to have ended up with a target and league-table obsessed system and a too-narrow focus.

The government says the national curriculum is broad and balanced – but is it? From what I’ve seen, creativity’s being squeezed out.

Three years ago in the National Plan for Music Education, the government declared: “Children from all backgrounds and every part of England should have the opportunity to learn a musical instrument”. But thousands of children in primary schools across the country are still missing out on a proper music education.

It’s essential that we ensure there is sufficient funding for music in schools, and that teachers are adequately trained in music education and feel confident to teach it effectively. But it’s also key that subjects beyond maths and English are seen to be important and valued parts of the curriculum.

There are lots of schools doing an excellent job of music education, but not all of them are always recognised for it. And headteachers across the board are under pressure to ensure that targets around literacy and numeracy are met. So it's not surprising that in some schools, a creative subject such as music can slip well down the priority list.

Only last week, Mike Cladingbowl, Ofsted’s director for schools, said that while there was an obvious need to focus on English and maths, this should not be at the expense of other subjects. And he wants to investigate whether they've got the balance right between those core subjects and others such as music and art. But this can only work if it also has support from the very top, from government, and right down to the classrooms.

For years, we’ve had various governments tell us that it’s vital our children get the best start in life, especially if they are from disadvantaged backgrounds. To me, this means supporting children to develop creatively and academically.

I’d love to talk to Nicky Morgan about what happened when I worked with a school in Basildon that had no budget for music. I was able to help them with the resources and support to teach Year 5 pupils to play instruments – instruments that I managed to pull together through a local "instrument amnesty". In just a term, the results were clear to see. Not only did children enjoy learning to play, it boosted their confidence, and, for some, even improved results in other key subjects.

When it comes to the benefits of a good music education, you don’t just have to take my word for it – there are many academic studies that have demonstrated the positive knock-on effects for subjects like literacy and numeracy, and a host of other outcomes. We need to ensure that all our children, particularly those from disadvantaged backgrounds, are given every chance to succeed. Music should be a right for every child, and not a privilege.

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huffingtonpost.co.uk http://www.huffingtonpost.co.uk/james-rhodes/music-education-arts_b_5906554.html?utm_hp_ref=uk&ir=UK

Music and the Arts Should Not Be Relegated in Our Children's Lives James Rhodes

On Tuesday, Nicky Morgan, the newly appointed secretary of state, will outline her vision for education. I'm eager to hear her speech, as I am keen to learn how she plans to tackle the squeeze on music and other arts in children's education.

Earlier this year, I began to investigate the state of music education, filming my experiences for a TV series, Don't Stop the Music, broadcast on Channel 4. I was pretty shocked to discover that while music is fantastic in some schools, it's in a parlous state in others. In a school I worked with in Basildon, for instance, there was little in the way of music lessons, barely any instruments, and no music budget. And the Basildon school is not alone.

I've spoken to key voices across the sector - the voices of musicians, teachers, head teachers, educationalists and the wider music community. It's clear that concerns have been raised for some time.

Three years ago the Government came up with the National Plan for Music Education, and in it declared: "Children from all backgrounds and every part of England should have the opportunity to learn a musical instrument."

But every child is not getting this opportunity. Whilst some schools are doing excellent work, music education remains a lottery. A recent report from the exam board of the Royal Schools of Music (ABRSM) showed that while there have been advances, 1.4million children in the UK aged 5-17 have never played a musical instrument. And of the children from more disadvantaged backgrounds who have never played an instrument, 40% said they had no opportunity to learn at school.

For decades politicians have put education at the top of the agenda. But we seem to have ended up with a target and league-table based system, and a too-narrow focus. Head teachers are under tremendous pressure to ensure that targets around literacy and numeracy are met. Yet the Government says the national curriculum is broad and balanced - but is this true in practice? From what I've seen, creativity in the curriculum is being squeezed hard.

Just last week Mike Cladingbowl, Ofsted's director for schools, said that whilst there was an obvious need to focus on English and Maths, this should not be at the expense of other subjects. And he wants to investigate whether they've got the balance right between those core subjects and others such as music and art. But this needs support from the very top - and I hope to hear it in Nicky Morgan's speech today.

Talking to voices across the sector, it's clear that several issues have contributed to music education's current problems. And it's also clear that a committed, multi-faceted approach to tackling them is needed.

It's essential, for instance, that teachers are adequately trained in music education and feel confident to teach it effectively.

Funding is also key. Whilst it's great that the government recently announced an extra ÂŁ18million for music education, this still falls far short of what is needed - short term solutions won't help address the real problems.

We need guaranteed, sustained funding beyond 2016, for at least the length of the National Plan for Music Education - which runs until 2020.

In Basildon, I was able to help with resources and support to teach Year 5 pupils to play instruments - instruments I managed to pull together through a local 'instrument amnesty', an initiative I decided to roll out across the UK. The results in just one term in Basildon were inspiring: not only did children enjoy learning to play, it boosted their

confidence and for some even improved results in other key subjects.

This is no surprise when you consider that study after study have demonstrated the positive knock-on effects of a good music education for subjects like literacy and numeracy, and a host of other outcomes.

We need to make sure that every child, whatever their background, gets a good music education at school.

Spurred on by my experiences and what I've learnt from the sector, I've started a campaign, and a petition calling on education secretary Nicky Morgan to deliver on the Government's promise set out in the National Plan for Music Education, to give every child a good music education and the opportunity to learn an instrument.

In just a couple of weeks nearly 70,000 people have already signed up. We want to work jointly with the sector to build on their good work, galvanise the public and help improve music education for all.

Please join us and sign my petition at dontstopthemusic.co.uk/add-my-name or follow on Twitter on #dontstopthemusic The Huffington Post UK is provided by AOL (UK) Limited. Š 2014 AOL (UK) Limited its affiliates and licensors

theguardian.com http://www.theguardian.com/music/tomserviceblog/2014/oct/13/dont-stop-the-music-james-rhodes-instrument-amnesty

James Rhodes needs your unloved and unplayed instruments Tom Service

Monday 13 October 2014 17.16 BST

Well, not literally. Donate them to schools and help the Don’t Stop the Music campaign

Creating real opportunities ... Pianist James Rhodes, fronting the Don’t Stop the Music campaign.

Photograph: channel 4 Under a week to go: we’ve all got until Friday 17 October to do our bit for James Rhodes’s Instrument Amnesty.

It’s not the first of its kind, but certainly the most high-profile, and when a good idea is a good idea, there ain’t no keeping it down. As the main, practical outcome of Rhodes’s Channel 4 Series last month, Don’t Stop the Music, the Instrument Amnesty wants to you to dig out your unloved and unplayed violins, flutes, clarinets, guitars, ophicleides, sarrusophones, rebecs, shawms, regals, shawms, metallophones, and even pianos, and give them to new homes in schools all over the country, so that thousands more can have the chance to have their lives changed by music.

Rhodes rightly says that his initiative is designed to fill the gaps left in this government’s – and the last one, and the one before that’s... – failure to meaningfully live up to their well-intentioned but, in practice, hollow promises to make instrumental tuition available to every child in the country. That shouldn’t just mean that children are fobbed off with a couple of ukelele lessons a term, but a chance to properly make music part of their lives and to create real opportunity across the spectrum of instrumental possibilities, rather than be limited by the easiest and cheapest solutions – recorders, ukeleles - for schools to deliver in group lessons in class.

Go to dontstopthemusic.co.uk to find out more; donate your instrument at one of 700 Oxfam shops across the UK. Public support from dozens of rock and pop musicians, including Sting, Jessie J, Laura Marling, Damon Albarn and those venerable knights of the realm, Tom Jones and Paul McCartney, is one thing; even though classical musicians are not quoted, the biggest opportunity of the Instrument Amnesty is surely that expensive orchestral instruments are released from their slumbers in attics, cupboards, and half-forgotten trunks, so that Don’t Stop the Music orchestras can be formed up and down the land. So get to it! You have until Friday, people...

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Regional Amnesty Coverage

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■ Pianist James Rhodes is collecting unwanted instruments to give more children the chance to learn how to play them

If there’s a piano, guitar or trumpet lying unused at your home, JamesRhodes wants it. The classical pianist talks to LISA SALMON about his campaignto givedonated instrumentsto primary school children, making sure that they enjoy the massive benefits of a musical education

I

T’S an old tune that most parents have heard lots of times: music benefits children. Plenty of studies have shown that learning an instrument is linked to improved language development, IQ, academic performance, reasoning abilities and creativity.

And in the most recent music education study published in June, researchers from Boston Children’s Hospital found that children who had early musical training were better at quickly processing and retaining information and problem-solving.

But while there’s little doubt playing an instrument is good for children both academically and socially, that doesn’t mean most get the chance to play.

In 2011, the Government’s National Music

Education Plan promised to ensure children from all backgrounds had the opportunity to learn an instrument in a bid to address the nation’s ‘patchy’ music education.

But, according to the maverick classical pianist James Rhodes, that promise has not been fulfilled.

The musician passionately believes that the opportunity to learn music should indeed be available to all children and, as well as petitioning the Government to make more effort to fulfil its pledge, James has taken matters into his own hands and is launching a national ‘instrument amnesty’.

The idea is that the public donate instruments languishing unused in attics and cupboards, and Rhodes will then give them to kids who need them.

To highlight his campaign, James, 39,

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has taken part in a new two-part Channel 4 series, Don’t Stop the Music, which follows him as he visits schools to investigate their musical activities.

He says: “I’ve been concerned for some time about the state of music education in this country and, after spending some months visiting schools, the thing that horrified me was that it was such a lottery.

“Some schools are doing brilliant things, but in the majority, music barely featured at all, and where it did, parents were paying for instruments and tuition and there was very little time in the school curriculum for it.”

The pianist says that the first primary school he visited on his quest had “no music to speak of whatsoever”, with no budget, instruments, or music lessons.

“The challenge for me,” he says, “was to get instruments into the pupils’ hands, get time in the curriculum, get them playing and form an orchestra.”

James spread the word in the local community that instruments were needed at the school, and says he was “so touched by the amount of people that responded”.

A clarinet was donated, for example, with a note from a man saying his wife, who had played it, had died recently and would want it to be enjoyed by someone else.

“There were lots of stories like that,” says James.

“I just thought, ’If this can work here, what’s to stop it working nationwide?’”

Earlier this summer, James asked primary schools to get in touch if they needed instruments and was inundated with responses.

Anyone with an instrument to donate can take it to any Oxfam shop, and it will then be reconditioned and matched with requests from primary schools.

James says: “It’s a simple idea, and a really important thing to do. I think musicians have a responsibility to help

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every child get the chance to play an instrument, and I want to do what I can.”

■ The instrument amnesty runs from now until October 17. For details visit dontstopthemusic.co.uk ■ Don’t Stop the Music starts on Channel 4 on Tuesday, September 9, 9pm ■ Music can boost cognitive skills in children

■ Band leader...

James with pupils from St Teresa's Primary School

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8 C8 $- 80 3 '?8< <$-?#$< 5 ! <$&8 + A-7( $ 7 A$ <68 <- 8<-/ &< A-7(&+# + <&-+A& 26 - 7-)) ?/ *C 8) @ 8 + #-< 7 (% &+#04 7)& 7 <$&8 8?** 7 $- 8 8( /7&* 7C 8 $--)8 <- # < &+ <-? $ &! <$ C + &+8<7?* +<8 + A 8 &+?+ < A&<$ 7 8/-+8 80 +C-+ A&<$ + &+8<7?* +< <- -+ < + < ( &< <- +C B! * 8$-/ + &< A&)) <$ + 7 -+ &<&-+ &! + 88 7C + * < $ A&<$ 7 1? 8<8 !7-* /7&* 7C 8 $--)80 3 -/) *&#$< $ @ &+8<7?* +<8 ?+ 7 <$ -7 &+ <$ <<& * C <$ &7 #7 + / 7 +<8 / 7 +<8 -7 (& 8 /) C + $ @ +6< !-7 C 78 + <$

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'Pupils should learn an instrument to help improve their maths and English' (From The Bolton News) Saiqa Chaudhari

Tuesday 16 September 2014

'Pupils should learn an instrument to help improve their maths and English'

'Pupils should learn an instrument to help improve their maths and English'

'Pupils should learn an instrument to help improve their maths and English'

'Pupils should learn an instrument to help improve their maths and English' First published in News by , education reporter THE state of music education in England’s schools has come under fire from classical musician James Rhodes in the two- part television series Don’t Stop The Music, which bemoans the lack of resources invested in the subject.

The pianist believes that music can be a positive influence on children’s lives, impacting on behaviour, creativity, teamwork, and even literacy and numeracy — not to mention appreciating one of life’s greatest pleasures.

And his view is shared by SS Simon and Jude Primary Academy in Great Lever.

There, instead of teaching national curriculum music, the school encourages pupils to learn to play a musical instrument and to sing and read music.

Headteacher Simon Bramwell said: “Here at SS Simon and Jude we believe that acquiring a range of skills, including music, helps develop wider cognition.

“It adds enjoyment to the curriculum as well as a set of life skills. Sometimes it is the spark that allows a child to succeed for the first time.”

He added: “It provides children with an opportunity to develop a life- long interest that will open doors and may even lead to a profession. We have had a close association with Bolton Music Service for a number of years, they provide our pupils with the opportunity to play a stringed, a wind and a percussion instrument, as well as learning to sing.”

Children learn a range of instruments during their time at school, starting with the recorder before mastering the viola, violin and cello and trying their hand at the African drums as well as other instruments.

And music co-ordinator at the school, Kirsty Brooksbank, says music helps children increase in confidence, be part of a team, develop their concentration skills as well developing many other lifeskills.

She said: “Music education has been a part of this school for a very long time. Many of the children would not get the opportunity to learn a musical instrument otherwise. They really enjoy it, it engages them and they develop their confidence through performing on stage, they understand the importance of teamwork because they have to work together and it also develops their listening and watching skills.”

Mrs Brooksbank said music lessons can help unlock hidden talents in children as well as bring to life other lessons — with each topic in the creative curriculum having a music element.

Puja Solanki, aged 10, said: “I really enjoy learning to play musical instruments, and playing different pieces of music.

“My favourite is the violin, it can be hard but I just enjoy playing it and would like to continue playing it at secondary school.”

Sarah Williams, aged 10, added: “You really have to concentrate when learning to play a musical instrument and you learn different skills.”

And some of the young musicians have had a chance to play alongside the Halle Orchestra at the prestigious Bridgewater Hall in Manchester.

Daniel Smith, aged 10, said: “It felt really exciting to have played alongside the orchestra — I would never have had that opportunity if I hadn’t learned to play a instrument.

“It was really inspiring and I didn’t really feel nervous.”

chelmsfordweeklynews.co.uk s/maldon/11476861.Music_teacher_appeals_for_locals_to_donate_musical_instruments_to_give_his_pupils_the_chance_to_learn_to_play/

Music teacher appeals for locals to donate musical instruments to give his pupils the chance to learn to play (From Chelmsford Weekly News) Wednesday 17 September 2014

Music teacher appeals for locals to donate musical instruments to give his pupils the chance to learn to play

Daniel Ribbits and some of his pupils First published in News A music teacher, Daniel Ribbits, is appealing for you to donate your once loved, no longer played instruments to help give his pupils the opportunity to learn a new skill.

Daniel, an ex-Plume pupil, was inspired by Channel 4’s program, “Don’t Stop The Music”, in which pianist James Rhodes gives schoolchildren the chance to learn a musical instrument.

Mr Ribbits, 34, said: “There must be many people who have instruments that are collecting dust and need a new lease of life."

For more information or to donate an instrument or your time call Mr Ribbits on 07713628328 or email daniel@ribbits.wanadoo.co.uk

hartlepoolmail.co.uk http://www.hartlepoolmail.co.uk/news/education/hart-pupils-are-making-a-big-noise-about-music-1-6867165

Hart pupils are making a big noise about music PUPILS are making a big noise about being chosen to take part in a TV campaign that encourages people to donate unused instruments to schools.

Hart Primary School, in Hartlepool, is the only school in the former County Durham area to be chosen to take part in the Great Instrument Amnesty.

Classical pianist James Rhodes appeared on Channel 4 last week in a two-part documentary called Don’t Stop The Music.

The basis for the show is the Government’s national plan for every child in every school to have access to a musical instrument.

James, hailed as “the Jamie Oliver of classical music”, wrote to the school saying: “We were so impressed by your passion and dedication to improving music education for pupils.”

School headteacher Jo Heaton said: “It’s about getting as much music into primary schools as possible.

“We put in a bid to take part, and we were the only one in the area to be chosen, which is great.”

People across the country are asked to donate their instruments through Oxfam.

Mrs Heaton said the school has a vision of creating its own orchestra and has bid for violins and cellos, percussion instruments and recorders.

“The idea is that if someone donated an instrument, they would be more than welcome to come to our orchestra concert and see the pleasure brought and the impact on the children,” she added.

Mrs Heaton, also headteacher of St Peter’s at Elwick, said: “It was too good an opportunity to miss.” l Mail view: Page 8

messengernewspapers.co.uk p://www.messengernewspapers.co.uk/news/whereyoulive/11487425.Altrincham_s_Oxfam_store_wants_donations_of_musical_instruments/

Altrincham's Oxfam store wants donations of musical instruments (From Messenger Newspapers) Kate Banks

Monday 22 September 2014

Altrincham's Oxfam store wants donations of musical instruments Oxfam in Altrincham who are now accepting donations of musical instruments. (10463063)

Musical intruments which oxfam are now accepting and will be reconditioned by them. (10463000) First published in Where You Live Last updated 09:21 Monday 22 September 2014 by ALTRINCHAM'S Oxfam store is welcoming donations of musical instruments as part of the charity's 'instrument amnesty'.

The initiative has come about as a result of Oxfam and Channel 4 linking up to create ‘Don’t Stop the Music’, a two-part series in which renowned classical pianist, James Rhodes, aims to demonstrate how learning a musical instrument can benefit school children.

James has now launched the country's largest ever 'instrument amnesty', through which members of the public can donate musical instruments to any Oxfam shop and they will be passed on to schools in the UK for pupils to learn to play.

Catherine Poulton, deputy manager of the Oxfam Book and Music shop, on George Street, Altrincham, said: “This is a wonderful initiative.

"We’ve already had two violins, a saxophone, a recorder and a piano accordion donated, which we are passing onto schools, and we hope to get more.”

"Schools always welcome receiving instruments for their pupils to benefit from.”

In addition to the amnesty, Oxfam will be holding its ‘Oxjam’ music events across the country throughout October The concerts have been held annually since 2006, based on the idea that a network of music loving people, can raise money to fund their shared goal of fighting poverty and suffering around the world.

“Oxjam has really grabbed people’s imagination," Catherine said.

"Hundreds get involved by putting on their own music events, performing in them or going along to just enjoy the gigs.

"They are great fun and raise money to support Oxfam’s vitally important work worldwide.”

Altrincham’s Oxfam, which specialises in both music and books, boasts a large selection of CDs and vinyl records, aiming to cater for all tastes.

Catherine added: “Music sales, particularly of vinyl records, have been increasing over the last year or so as people rediscover the joy of listening to the sound of vinyl.

“As part of Oxjam, and the instrument amnesty, we would like to have the best selection ever of records and CDs." Visit oxfam.org.uk or pop into the George Street store for more information.

getreading.co.uk

http://www.getreading.co.uk/news/local-news/plea-unused-instruments-help-schoolchildren-7979772

Plea for unused instruments to help schoolchildren take up music

By Gemma Davidson

Oct 22, 2014 13:49

Jordan, Alfie, Tyrese and Daniel trying brass instruments at Brookfields School Dusty, forgotten old musical instruments cluttering up the loft or the spare room could be put to better use, thanks to a school initiative.

Don’t Stop The Music, set up pianist James Rhodes, who is also the star of a two-part Channel 4 series of the same name, encourages people to donate their old, unwanted or unused instruments to local schools to give children a chance to make use of them.

One of the schools that has signed up to the ‘music amnesty’ is Brookfields School, in Sage Road, West Reading, where music specialist Morag Scally is hoping to put together an entire orchestra of donated instruments.

She said: “We got involved with James Rhodes Music Amnesty after they advertised their programme to all schools. We were really keen to join up, as we don’t have many instruments at our school.

“We have asked for a wide range of orchestral instruments in order to let the children experience them first hand.

“In anticipation of our new instruments we have been looking at the brass family.

“We have asked staff from the school who played brass instruments when they were at school to bring them in and demonstrate them to the children.

“We have followed the inspiration of the Royal Opera House and have been exploring ‘fanfares’. The children have tried out a trumpet, cornet, French horn, baritone horn and tuba.”

Ms Scally said the change in the children when they pick up a musical instrument for the first time was noticeable.

She said: “It was amazing to see the children’s confidence rise as they created sounds for the first time.

“I was very fortunate to learn the French horn in school for eight years. I played in the county schools orchestra and learnt so many skills by being part of something.

“Music is unlike anything else. It gives you a voice, teaches you discipline, and transcends your everyday life.”

Mr Rhodes said: “Up to 30 per cent of primary school children do not have the chance to learn a musical instrument at all during their time at school and 50 per cent of children don’t have the opportunity to learn an orchestral instrument.

“To try to get to the bottom of what’s going on I began by visiting and speaking to schools.

“I was concerned to discover kids were missing out, not just on one of life’s great pleasures, but on an activity proven to improve behaviour, creativity, teamwork, self-confidence – even basic literacy and numeracy.

“I trialled an instrument amnesty, asking the local community to donate instruments languishing unused in attics and cupboards, and getting them to the kids who needed them.

“It’s such a simple idea – there’s a surplus in our homes, and a shortage in our schools. If we can just connect the two, we can change thousands of lives.”

To find out more about the initiative, visit www.dontstopthemusic.co.uk. © Trinity Mirror Southern

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Sidmouth Herald {Main}

Keyword:

Oxfam - Regional

UK Friday 19, September 2014 20 86 sq. cm ABC 6125 Weekly page rate ÂŁ1,098.90, scc rate ÂŁ3.70 01392 888 444

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rochdaleonline.co.uk http://www.rochdaleonline.co.uk/news-features/49/school-news-articles/91887/newlands-school-takes-part-in-nationwideinstrument-amnesty

Newlands School takes part in nationwide instrument amnesty Reporter: Amy Westlake Date online: 13 October 2014

Don’t Stop the Music Newlands School in Middleton is taking part in a nationwide instrument amnesty – Don’t Stop the Music – headed by internationally-renowned classical pianist James Rhodes.

Newlands School Headteacher Deborah Rogers said: “I thought it would be a good idea to get involved so the children could feel the vibrations of different types of instruments. We have the basic school instruments here like recorders and drums and things so I thought if we could get a few different instruments, the children could feel what it was like to play a variety of instruments.”

The instrument amnesty coincides with a new two-part Channel 4 series – Don’t Stop The Music – which follows James Rhodes as he trials the amnesty in a primary school in Basildon, investigates the issues, gathers allies and gears up to go nationwide. In his view, children are missing out, not just on one of life’s great pleasures, but on an activity proven to improve behaviour, creativity, teamwork and even basic literacy and numeracy skills.

James Rhodes said: “Music saved my life. It's that powerful. We must give every child the opportunity to learn a musical instrument. Young children have a hunger and thirst to learn music that is simply not being met. When the government introduced its National Plan for Music, I had high hopes that music education in this country would give every child, from every background, the opportunity to learn an instrument. But it remains a lottery; it is inconsistent and often poorly provided for.”

Deborah Rogers added: “We aren’t involved with the TV side of the amnesty. We got an email about the idea and then I replied with why we should be considered and I think we are only one of two schools in the borough of Rochdale to be involved.”

The children at Newlands experience a range of Special Educational Needs and are very enthusiastic about music. This year they are making creative development a priority area, so the instrument amnesty is a great opportunity to boost the experiences on offer.

“We haven’t received any instruments yet but I know the children are looking forward to trying a few out. We are also trying to do some more work with Rochdale Music Service in addition to having a music residency with Live Music Now! North West. It certainly promises to be a musical school year,” added Deborah.

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Bordon and District Messenger {Main}

Keyword:

Oxfam - Regional

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Kentish Express (Romney Hythe) {Main}

Keyword:

Oxfam - Regional

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belfasttelegraph.co.uk http://www.belfasttelegraph.co.uk/news/local-national/uk/instruments-amnesty-hits-right-note-for-charity-appeal-30749672.html

Instruments amnesty hits right note for charity appeal

By Anthony Barnes â&#x20AC;&#x201C; 17 November 2014

Sir Paul McCartney is backing a musical instrument amnesty

An instrument amnesty launched by pianist James Rhodes for a Channel 4 series has now collected more than 6,000 items which will be distributed to help youngsters develop their musical ambitions.

Stars such as Labrinth, who donated a guitar, and Laura Marling, who handed over a dulcimer, have helped to swell the numbers - while figures such as Sir Paul McCartney had given their support.

The instruments are now being given an overhaul by volunteer repairers after being gathered at a warehouse in west London and will be passed on to primary schools across the UK. The network of 700 Oxfam shops has been used as a drop-off point for the gifts which have included accordions, zithers and drum kits along with guitars and cellos.

Many have been accompanied by sheet music and notes of support for the campaign which was launched on Rhodes's series Don't Stop The Music.

COMMENT RULES: Comments that are judged to be defamatory, abusive or in bad taste are not acceptable and contributors who consistently fall below certain criteria will be permanently blacklisted. The moderator will not enter into debate with individual contributors and the moderatorâ&#x20AC;&#x2122;s decision is final. It is Belfast Telegraph policy to close comments on court cases, tribunals and active legal investigations. We may also close comments on articles which are being targeted for abuse. Problems with commenting? customercare@belfasttelegraph.co.uk

halsteadgazette.co.uk http://www.halsteadgazette.co.uk/news/south_essex_news/11513943.Stars_lend_support_to_music_amnesty_launched_in_Basildon/

Stars lend support to music amnesty launched in Basildon (From Halstead Gazette) Sunday 5 October 2014

Sir Paul McCartney, Sir Tom Jones, and Sting lend support to classical pianist James Rhodes as part of Channel 4 series Don’t Stop the Music

Stars lend support to music amnesty launched in Basildon First published in South Essex news MUSIC legends, including Sir Paul McCartney, Sir Tom Jones, and Sting have all pledged their support to a music amnesty, launched in a south Essex school.

The campaign, led by classical pianist James Rhodes, has become a national hit with more than 3,000 people coming forward to donate trumpets, violins, and flutes, and other instruments.

His two-part channel 4 series Don’t Stop the Music, which centred around St Teresa’s Catholic Primary School, in Elsenham Crescent, Basildon, and featured scenes shot at the Echo’s headquarters, aired last month.

The amnesty is now going strong, with Brit pop singer Damon Alban, pop star Jessie J and Rolling Stones rocker Ronnie Wood among the famous names wanting to get instruments into the hands of children Beatles legend Sir Paul McCartney said: “Every kid deserves the right to learn an instrument. If it hadn’t been for my dad giving me a trumpet on my 14th birthday, which I traded for a Framus Zenith guitar, I’d have never joined the Beatles.”

Fellow supporter Sir Tom Jones added: “Musical instruments have a profound power to unlock untold expression in all kinds of people. If you can give an instrument a new life, then there’s no cost to someone who will receive one of the greatest gifts you can give, the gift of music.”

There are just two weeks left for people to donate unused or unwanted instruments, which will then be delivered to schools which have signed up to the amnesty.

Mr Rhodes said: “It’s overwhelming so many outstanding musicians are backing the amnesty.”

For more information, visit www.dontstopthemusic.co.uk.

independent.ie

http://www.independent.ie/entertainment/music/sir-paul-backs-instrument-amnesty-30630297.html

Sir Paul backs instrument 'amnesty' Published 01/10/2014 | 17:36

Sir Paul McCartney is backing a musical instrument amnesty Sir Paul McCartney, Rolling Stone Ronnie Wood and singer Jessie J have given their backing to a national musical instrument "amnesty" which has already collected 3,000 items.

Chart star Labrinth has handed over a guitar, while Laura Marling has given a dulcimer as people around the UK pitch in help provide instruments for primary school children in need.

The amnesty was launched by pianist James Rhodes to coincide with his Channel 4 series Don't Stop the Music Campaign, with people encouraged to drop unwanted instruments into branches of Oxfam.

One branch of the charity's chain of 700 shops has collected 41 instruments and the highest individual donation has been 15.

Most popular so far have been unwanted violins, followed by guitars, while more unusual items have included a bowed psaltery (a type of zither) and a sitar.

Other stars who have pledged their backing include Damon Albarn, Kaiser Chief's Ricky Wilson, Tinie Tempah and U2's The Edge.

Sir Paul told how it was a teenage gift which put him on the road to fame and fortune, saying: "If it hadn't been for my dad giving me a trumpet on my 14th birthday, which I traded for a Framus Zenith guitar, I'd have never joined The Beatles."

Encouraging others to make donations, he said: " You might inspire a future rock star."

James is delighted by the success so far and said: "It's completely overwhelming that so many outstanding musicians are backing the amnesty.

"We must give every child the opportunity to learn a musical instrument.

"Thousands of kids have a hunger and thirst to learn music that is simply not being met.

"It just doesn't add up, does it?

"They're not just m issing out one of life's great pleasures, but on an activity proven to boost self-confidence, discipline, teamwork, concentration, and performance in other subjects."

Further details of the amnesty - which runs until October 17 - are at www.dontstopthemusic.co.uk.

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thisislocallondon.co.uk http://www.thisislocallondon.co.uk/news/11526018.Elyar_Fox_joins_campaign_to_get_musical_instruments_into_schools/

Elyar Fox joins campaign to get musical instruments into schools (From This Is Local London) Nicola Murnaghan

Thursday 9 October 2014

Elyar Fox joins campaign to get musical instruments into schools Elyar Fox: brought up in Greenford First published in News by EALING-born pop singer Elyar Fox has joined forces with a host of big musical names to back a nationwide appeal to bring instruments to primary school children.

Don’t Stop the Music, started by classical pianist James Rhodes, aims to give children from less privileged backgrounds the opportunity to learn to play by calling on people to donate their unused instruments.

Fox, who was brought up in Greenford and attended schools in the area, said: “I will definitely be donating an instrument, to hopefully make someone’s future more musical.”

Other celebrities who have pledged their support include Sir Paul McCartney, Sting, Sir Tom Jones and Ronnie Wood.

The 19-year old added: “Having access to instruments when I was really young was totally important. I remember in high school we always had pianos and guitars around and, even if they were old and a bit damaged, it still made all the difference.”

So far, 3,000 instruments have been pledged to the appeal, which ends on October 17.

Hathaway Primary School in Castlebar, Ealing, is one of the 150 state schools that will benefit from the campaign.

The school hopes that having access to free instruments will enhance learning for its students, many of whom speak English as their second language.

A spokesperson said: “When their music co-ordinator brought a recorder to the school, none of her pupils knew what it was.”

All instruments donated will be cleaned and any minor repairs undertaken before being distributed to schools across the UK this autumn .

For more information, visit: www.dontstopthemusic.co.uk

gloucestercitizen.co.uk http://www.gloucestercitizen.co.uk/Gloucestershire-singer-Kitty-Brucknell-joins-host/story-23026929-detail/story.html

Gloucestershire singer Kitty Brucknell joins host of celebs to support UK's biggest instrument amnesty for primary school kids ADVERTISEMENT Comments (1) Gloucestershire singer-songwriter Kitty Brucknell has joined forces with some of the biggest names in the music world to back an appeal for a nationwide instrument amnesty.

Kitty has joined music legends Sir Paul McCartney, Sir Tom Jones, Sting and Ronnie Wood to try to get instruments into the hands of primary school children who need them.

Stroud Valley Primary School and Steam Mills Primary in Cinderford are also backing classical pianist James Rhodes’ calls to donate unused instruments languishing in their homes to primary pupils.

Over 3,000 instruments have already been pledged with just over two weeks to go before the amnesty on 17 October.

Cheltenham-born Kitty said: “To a child, it’s an incredible opportunity to learn to play a musical instrument. There will always be instruments that are more popular than others, but I started out playing the violin and moved to the viola, which is a lesser known but so much more rich and passionate instrument.

“There’s so much undiscovered talent out there and it’s so important that we nurture this in our country and educate children about music’s rich and vast history.”

Jessie J, Ricky Wilson from the Kaiser Chiefs, Damon Albarn, Tinie Tempah and James Blunt have also supported the appeal, which aims to be the UK’s biggest instrument amnesty.

You can donate your unwanted instruments by pledging online at www.dontstopthemusic.co.uk before dropping them off at an Oxfam store.

Copyright © 2014 Local World. All Rights Reserved.

thetelegraphandargus.co.uk elegraphandargus.co.uk/news/11513657.Kaiser_Chiefs__39__Ricky_urges_people_to_donate_unwanted_musical_instruments_for_pupils/

Kaiser Chiefs' Ricky urges people to donate unwanted musical instruments for pupils (From Bradford Telegraph and Argus) Chris Young

Friday 3 October 2014

Kaiser Chiefs' Ricky urges people to donate unwanted musical instruments for pupils (11049387) The Kaiser Chiefs open the NME tour at Leeds University. (11057217) First published in News by KAISER Chiefs lead singer Ricky Wilson, who grew up in Keighley and went to St Mary's School, Menston, has joined forces with some of the biggest names in the music world to back an appeal for a nationwide instrument amnesty.

Classical pianist James Rhodes is calling on the nation to donate unused instruments languishing in their homes to primary schools across the UK that need them. Schools taking part include Cullingworth Village Primary School and Reevy Hill Primary School.

Mr Wilson said: “The music department, the art department – it’s the first thing that goes. All these things aren’t deemed as important. But if you look at the UK as a whole it’s one of our greatest exports. Unless we keep that up in the schools then that tradition will die away, which would be a shame.

“An un-played instrument is a sad thing. So pass it on to someone who will play it. I think lots of musicians are guilty of hording these things, because we can. So pass it on.”

To donate an instrument, visit dontstopthemusic.co.uk before dropping them off at one of 700 local Oxfam shops up and down the county.

Education Press including School Registration

tes.co.uk

http://www.tes.co.uk/article.aspx?storyCode=6440401

Miss Yusuf by Labrinth news | Published in TES magazine on 22 August, 2014 The singer-songwriter used to deliberately get himself kicked out of lessons to hide his dyslexia – but one teacher saw through the act I was a bit of a troublemaker at school. I like to think it was lovable cheekiness, but truthfully I was plain old naughty. I wrote a lot of lines in my time – and I don’t mean the musical kind.

I noticed early on in my education that we were getting taught the same thing every year. Then everything got that little bit harder and it wasn’t enough for me. Not enough creativity. I was bored and restless. Frustrated. I didn’t make the sort of effort that perhaps I could have done and most teachers would drop you like a bad habit for that.

Not Miss Yusuf. She didn’t give up on the naughty kids.

She was my tutor at Stoke Newington School when I was aged 11-16, and she taught me science through much of that time. I’m dyslexic and it was tough for me to read out loud or to be put on the spot – I would deliberately get kicked out of classes so I didn’t embarrass myself. I would try the same kinds of tricks on her that I used on the other teachers, but she gave me that extra bit of time. There was no knee-jerk “Get the hell out”.

Her attitude was great: “If you are getting on my nerves, it will not stop me from keeping you here and teaching you what I need to teach you.” Pretty soon that commanded respect, the fact that she stuck with me like that. Most teachers seemed to be giving out a message of, “I can’t be bothered, I don’t get paid enough for this, get out.” Not her.

And when I stayed in the classroom, I started paying attention. Photosynthesis, speed, ohms. To this day, I still know how these things work because of her. In fact, her science classes helped me to understand music. Music has science in it. In both you need to become obsessed with the finer details. You’ve got to get right down into the DNA of how they work to fully understand them. She contributed to my music, no doubt about that.

Miss Yusuf made lessons interesting. She was interested in the subject she was teaching and she was interested in the people she was teaching. That’s it, the people. That’s what made her stand out.

I remember saying to one teacher: “One day I’m going to make music.” And they said: “I don’t see that happening.” That was so disheartening. But Miss Yusuf was interested in my music, even though it was pretty bad at the time. She was like a big sister who saw my dyslexia and understood it. She would get me in for afterschool sessions and be like: “Come on, you know you need to do a bit more work – don’t be scared of that.”

I’m making her out to be a saint, but when it came to authority she would not mess about. You couldn’t beat her in a shouting match, but her shouting never cut you down. It was never a personal attack. It was much more, “Don’t mess with me, I’m here to help you.”

You don’t see your teachers as actual people. You just see them as these bigger things that know more than you.

I think, just maybe, I managed to see the person in Miss Yusuf. She taught me that if you’re patient with people and you see their flaws along with your own, you’ll all get through a lot better.

Labrinth was talking to Tom Cullen. He is backing a campaign by classical pianist James Rhodes to encourage the public to donate unwanted musical instruments to primary schools, in partnership with Oxfam and Yodel. The amnesty is linked to Rhodes’ new three-part series for Channel 4 called Don’t Stop the Music, starting in September

Finding his way

Labrinth Born Timothy McKenzie, 4 January 1989, Hackney, North London Education Stoke Newington School, North London Career Singer-songwriter and producer; signed to Simon Cowellâ&#x20AC;&#x2122;s Syco record label in 2010; debut album Electronic Earth was released in 2012

Š 2014 TES Global Ltd. All content and pages of this website are subject to our Terms and Conditions and a user Privacy Policy. You must not reproduce, duplicate, distribute, copy, sell, resell or exploit any material on the website for any purpose without prior written permission. TES Global Ltd is registered in England (Company No 02017289) with its registered office at 26 Red Lion Square London WC1R 4HQ

theguardian.com

http://www.theguardian.com/teacher-network/teacher-blog/2014/sep/02/10-resources-for-teaching-music

10 resources for teaching music

Classical pianist James Rhodes wants to celebrate music in schools with an instrument amnesty.

Photograph: Channel 4 In a new series on Channel 4 world-renowned classical pianist James Rhodes asks families in Britain to donate old musical instruments left languishing in cupboards to those who need them. Rhodes says music education in the UK has been “decimated”, bemoaning the fact that learning an instrument is now seen as a luxury.

In 2011, the government launched a national plan to give children of all backgrounds the chance to learn an instrument. Despite this, a 2013 Ofsted report showed quality music education was reaching just a minority of pupils.

Music has a positive impact on discipline and confidence, says Rhodes. He adds that for it to disappear from the majority of state schools is appalling.

To celebrate music in schools, here is a list of useful resources for teachers. This is not a definitive guide – so feel free to add to it. Share your favourite resources in the comments and tell us your thoughts on the state of music education.

Five resources for primary students 1) Literacy through singing. The Jolly Music and the EYFS learning goals resource is a fun way to teach music to kids. Based on the principles of Hungarian composer and music educator Zoltán Kodály, it encourages the learning of a variety of subjects, including maths, through singing. The resource is structured to build up children’s listening, reading and music writing skills.

2) Teach pentatonic scales. Here’s one of The Guardian’s own resources: an interactive whiteboard activity which introduces students to pentatonic music (music made up of five notes). You can listen to the songs to hear what the melody sounds like and click on each note to find out which one it is.

Pentatonic scales. Photograph: Guardian 3) Show films to teach children about soundtracks. This resource focuses on how music is used in popular children’s films and how thoughts and feelings are conveyed through music; you can see the films for free if you are a member of Into Film.

4) 10 tips on leading a singing session . Sing Up offers its expert advice on leading a singing session in class, with additional tips for SEN and key stage 2 children. One tip, for instance, is to make sure children are not sitting on the floor when they sing because this means they strain their necks. It’s better to have them standing up with shoulders wide apart. There is also a handy guide which contains advice for making a ‘shaker’ instrument.

“Unpack your adjectives” teaching ideas video from Sing Up. 5) Explore grammar through music. Why not combine English learning with music. Download resources like the Apostrophe song, whose lyrics teach the correct use apostrophes. The song begins: “An apostrophe can be used to shorten two words/This is called contraction/This is called contraction”.

Five resources for secondary students 1) Get students excited about disco. This powerpoint by Elly Barnes uses the soundtrack from the film Priscilla Queen of the Desert to explore elements of disco music, allowing learners to find a definition of transgender.

Barnes has devoted her career to helping LGBT students in schools and fighting against discrimination. Find more information and resources School’s Out The Classroom.

2) Teach Jazz. This jazz composition book for GCSE students is perfect for building the different elements of jazz music to create a composition. A page of the book is left blank for pupils to fill in or copy down riffs that have been covered in class.

3) Debate what makes a hit. Use this article from The Day to explore what makes a hit song. It looks at Pharrell Williams’s song Happy and why it was so popular. What does it take to make a catchy tune that you can’t stop singing? Get children excited about music by debating this in class.

Pharrell Williams. Photograph: Sipa USA/REX 4) Make music accessible for deaf children. The National Deaf Childrenâ&#x20AC;&#x2122;s Society has developed a good resource to help teachers that want to make sure deaf children and young people also join in music lessons. In the resource an example is given of Lucy who has been working with deaf pupils for nearly two years. She always faces students so that her body language and hand gestures can add meaning to what she says.

5) Teach about how music can impact on your mind. This magazine from the Wellcome Trust might be useful when teaching music in school. You can explore how music can impact on mind and body and also teach about technical terms such as tone, octave and harmony. There are some interesting interviews with people who have very different experiences of music to reflect their personal perceptions of musicâ&#x20AC;&#x2122;s wider role in society.

Follow us on Twitter via @GuardianTeach. Join the Guardian Teacher Network for lesson resources, comment and job opportunities, direct to your inbox.

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besteducationnews.com

http://www.besteducationnews.com/pianist-tackles-shocking-state-of-school-music-lessons.html

Pianist tackles ‘shocking state’ of school music lessons 2 September, 2014 “Imagine if this was a PE class and rather of employing footballs and rugby balls they manufactured their very own equipment. It just would not come about in a million years,” says the classical pianist and Television presenter James Rhodes in his new series Never End the Music. He is standing in the hall at Roysia middle college in Hertfordshire viewing pupils execute a amount from the musical Stomp on improvised instruments which contain laundry baskets, dustbin lids, margarine tubs and tin cans.

But as music teacher Amanda Mitchell points out, as she exhibits him the school instrument cupboard – which is made up of a broken cello, a trumpet, a number of recorders and a set of tubular bells created out of copper piping – with a spending budget of only £2.twenty per youngster for music, she just has to manage.

In the Channel four series, which starts next week, Rhodes explores the “shocking state” of music training in schools in England and launches a campaign to reverse what he sees as “many years of neglect”. While he visited “thirty or 40″ schools as portion of his investigation, the programme focuses largely on St Teresa’s, a Catholic primary in Surrey which, prior to Rhodes’s arrival, had no instruments and no spending budget for music.

“There had been no standard music lessons – music lessons would entail possessing another lesson, possibly historical past or geography, and possessing a CD on in the background … so nothing at all about composers or how to go through music,” he recalls.

The two-component programme, filmed over a 9-month period, follows Rhodes as he functions with 22 yr 5 kids who are provided instruments, free of charge tuition and opportunities to hear reside music – with apparently remarkable final results.

In the very first episode, the children go into the college hall for assembly and locate the Southbank Sinfonia sitting there.”You see their faces, literally hands to their mouths, just stood there currently being assaulted by this music – and they sit down, some of them are crying, their mouths open,” says Rhodes recalling the programme.

“I remember considering, ‘Within a couple of weeks, you guys will be carrying out the exact same point – you will be taking part in in assembly, in an orchestra.’ And they didn’t believe it, the teachers didn’t believe it, the dad and mom didn’t feel it … 17 days later on, they played Beethoven in assembly.”

With his trainers, skinny jeans and stylish glasses, Rhodes, 39, is not your typical classical pianist. He refuses to carry out in a suit, plays at unconventional venues, this kind of as London’s Roundhouse and the a hundred Club, chats to the audience about the repertoire in between pieces, and refers to Rachmaninov, Chopin and Liszt as “the unique rock stars”. For him, studying an instrument is not just about acquiring technical capabilities – it can be transformative, he says.

Right after a troubled childhood, struggles with addiction, time spent in psychiatric institutions and a number of suicide attempts, his very own existence was “turned around” by taking part in the piano, and he would like to see music changing more children’s lives for the better.

“Examine following research shows [music's] influence on self-esteem, self-confidence, discipline, behavioural troubles and teamwork. I can assure you, if you get instruments into the hands of little ones who want to learn it, and you give a place for them and the indicates for them to learn it, you will see an undeniable affect in each and every other area of their lives,” says Rhodes.

While keen to point out that music is delivered effectively in some state schools, in the vast vast majority “in which [music training] is current, it really is not current with any degree of certainty or consistency”, he says.

The nationwide music strategy – launched in 2011 following the Henley overview of music training, which located

the quality of provision in England to be “patchy” – has not delivered on its aspiration to give all children the likelihood to learn an instrument, he adds.

And the new music hubs (groups made up of nearby music companies, voluntary groups and personal companies, which operate to supply music schooling options for youngsters and youthful men and women), set up in 2012 as component of the nationwide program, are not operating both. Simply because each and every hub is organised and run in a diverse way, provision is still not steady, in accordance to Rhodes.

His claims are backed up by an Ofsted report, published final year, which located that the new £171m music hubs had produced “tiny discernible variation” to music in a lot more than two-thirds of schools inspected.

Rhodes is crucial of the Initial Access programme – which aims to introduce main school-aged youngsters to a range of musical instruments – currently being delivered by several hubs. In a good deal of instances, kids find out instruments in small groups for a just a brief period of time. “So in concept, your complete music training from the age of five to 18 could comprise a total of five hours of shared instruments … but banging an African drum for 30 minutes, once a week for ten weeks, is not a music schooling,” he says.

He also criticises the Arts Council, which has duty for distributing funding for music hubs for not collecting ample information about what the money is becoming spent on. The Arts Council says it has an annual survey about the selection of musical routines on offer in hubs, but Rhodes claims there isn’t ample related information on the variety of young children who are studying instruments and what they are enjoying.

Whilst Rhodes acknowledges that there are “brilliant factors” going on in music training, like In Harmony – the government-backed scheme that gets youngsters from some of the most deprived components of England playing in orchestras – they are only accessible to a fraction of the youngsters who may possibly advantage. What is essential, he says, is higher investment in the general infrastructure of music education.

But, as with most of the public sector, music schooling has had to weather significant cuts in current many years, with budgets down by up to 25% in some places. The government not too long ago announced an added £18m funding for music hubs, but this is not assured past 2016. Rhodes is nevertheless to safe a meeting with ministers to examine the issue – in spite of repeated requests for one particular.

And even when schools can get their hands on added cash that could be used for music – via the pupil premium, for example – the strain of league tables and targets signifies it isn’t always a priority, says Rhodes. “The resounding phrase, again and once again and yet again, from all the colleges I went to, was ‘literacy and numeracy’ … even if I gave, out of my personal pocket, sufficient money to finance music education for 3 or 4 years, which is what they would commit it on.”

His long-term aspiration is for each and every main college to have a professional music instructor and for each youngster to get the likelihood to understand an instrument. He is also launching an instrument “amnesty” in partnership with the charity Oxfam, courier company Yodel, and the Massive Yellow Storage Firm, which will make it achievable for the public to donate their undesired instruments and get them into schools. Main schools will be in a position to apply for the instruments they want through a dedicated site: www.dontstopthemusic.co.uk “I figured there should be a great deal of men and women whose grandparents played, or whose kids or grandchildren played, and there had been instruments just gathering dust in the attic or below the bed,” says Rhodes. “So many individuals I spoke to explained, ‘Oh, I’ve nevertheless received my previous flute’ … I was so shocked at the response. [The instruments] would often come with notes inside, like, ‘My grandfather played this trumpet in a marching band in the 50s, I’m so happy to hand this on and I hope it provides you pleasure as nicely for a lot of years’ – so that is what gave me the idea to launch the scheme across the country.”

Does he feel there’s a danger that the project – which has numerous similarities to Jamie Oliver’s school dinners campaign – will be noticed as a gimmick?

Rhodes says: “I don’t know – I never even care. The level is, if we want to get music to as several folks as feasible, I am quite content for folks to say, ‘Oh, nicely, it’s a gimmick.’ I couldn’t care less. As lengthy as the message is getting out there that we need to have instruments, and there requirements to be a change … then

my job’s completed.”

Copyright © 2014 Best Education News. All Rights Reserved.

besteducationnews.com

http://www.besteducationnews.com/10-resources-for-educating-music.html

10 resources for educating music 2 September, 2014 In a new series on Channel four globe-renowned classical pianist James Rhodes asks households in Britain to donate previous musical instruments left languishing in cupboards to those who need them. Rhodes says music schooling in the United kingdom has been “decimated”, bemoaning the fact that finding out an instrument is now witnessed as a luxury.

In 2011, the government launched a national plan to give kids of all backgrounds the opportunity to understand an instrument. Regardless of this, a 2013 Ofsted report showed top quality music education was reaching just a minority of pupils.

Music has a good influence on discipline and confidence, says Rhodes. He adds that for it to disappear from the vast majority of state colleges is appalling.

To celebrate music in colleges, right here is a record of valuable sources for teachers. This is not a definitive guide – so really feel free to include to it. Share your favourite resources in the comments and inform us your ideas on the state of music education.

5 assets for main college students one) Literacy by way of singing. The Jolly Music and the EYFS studying ambitions resource is a enjoyable way to educate music to little ones. Based on the rules of Hungarian composer and music educator Zoltán Kodály, it encourages the understanding of a selection of subjects, including maths, by way of singing. The resource is structured to construct up children’s listening, studying and music writing abilities. two) Teach pentatonic scales. Here’s one of The Guardian’s personal sources: an interactive whiteboard activity which introduces students to pentatonic music (music produced up of five notes). You can listen to the songs to hear what the melody sounds like and click on every note to find out which a single it is.

Pentatonic scales. Photograph: Guardian 3) Display films to educate youngsters about soundtracks. This resource focuses on how music is employed in popular children’s movies and how ideas and emotions are conveyed by means of music you can see the

movies for cost-free if you are a member of Into Movie.

4) ten ideas on foremost a singing session. Sing Up offers its expert advice on foremost a singing session in class, with extra tips for SEN and crucial stage two youngsters. One tip, for instance, is to make certain kids are not sitting on the floor when they sing since this signifies they strain their necks. It is greater to have them standing up with shoulders broad apart. There is also a handy guide which consists of guidance for producing a ‘shaker’ instrument.

“Unpack your adjectives” educating concepts video from Sing Up. 5) Check out grammar through music. Why not combine English studying with music. Download resources like the Apostrophe song, whose lyrics educate the proper use apostrophes. The song commences: “An apostrophe can be utilised to shorten two phrases/This is referred to as contraction/This is referred to as contraction”.

Five resources for secondary students 1) Get students enthusiastic about disco. This powerpoint by Elly Barnes employs the soundtrack from the film Priscilla Queen of the Desert to explore elements of disco music, enabling learners to locate a definition of transgender. Barnes has devoted her occupation to helping LGBT college students in schools and fighting towards discrimination. Find far more info and assets School’s Out The Classroom.

2) Educate Jazz. This jazz composition guide for GCSE students is ideal for constructing the different components of jazz music to produce a composition. A webpage of the book is left blank for pupils to fill in or copy down riffs that have been covered in class. three) Debate what makes a hit. Use this report from The Day to discover what helps make a hit song. It seems at Pharrell Williams’s song Pleased and why it was so well-liked. What does it get to make a catchy tune that you cannot end singing? Get children fired up about music by debating this in class.

four) Make music available for deaf children. The National Deaf Children’s Society has produced a excellent resource to help teachers that want to make confident deaf youngsters and younger individuals also join in music lessons. In the resource an instance is given of Lucy who has been functioning with deaf pupils for almost two years. She always faces students so that her physique language and hand gestures can include meaning to what she says. five) Teach about how music can influence on your thoughts. This magazine from the Wellcome Believe in may well be helpful when educating music in college. You can discover how music can effect on thoughts and body and also educate about technical terms such as tone, octave and harmony. There are some fascinating

interviews with people who have very different experiences of music to reflect their private perceptions of musicâ&#x20AC;&#x2122;s wider function in society.

Copyright Š 2014 Best Education News. All Rights Reserved.

artsprofessional.co.uk

http://www.artsprofessional.co.uk/magazine/276/good-read/james-rhodes-music-education

James Rhodes on music education "Imagine if this was a PE class and instead of using footballs and rugby balls they made their own equipment. It just wouldn't happen in a million years," says the classical pianist and TV presenter James Rhodes in his new series Don't Stop the Music. He's standing in the hall at Roysia middle school in Hertfordshire watching pupils perform a number from the musical Stomp on improvised instruments which include laundry baskets, dustbin lids, margarine tubs and tin cans.

But as music teacher Amanda Mitchell points out, as she shows him the school instrument cupboard – which contains a broken cello, a trumpet, a few recorders and a set of tubular bells made out of copper piping – with a budget of only £2.20 per child for music, she just has to manage... Keep reading on The Guardian

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