Count Us In Celebration Concert in Stevenage, November 2010. Photo courtesy of Sue Lacey
key opportunity and concern were highlighted by Head teachers at participating schools: ‘I think composing and making music are highlights of education that students will always remember and that hopefully will affect their lives in years to come.’ ‘I felt most strongly that the message of how creative ways of learning do not slow down learning but deepen it needs to be ‘proved’ to those outside the arts, especially fact-heavy subjects e.g. science.’ The project demonstrated beneficial effects on the wider school community. Count Us In generally brought kudos and profile to schools and it was noted that the ‘Royal’ in Royal Philharmonic Orchestra made an impact in initiating discussions with busy school staff. Non-music teaching staff in one school noted the significant impact on and benefit to pupils who struggled in academic subjects. Heads of Music agreed that Count Us In brought improved attitudes to, and discipline in, school as well as an increase in parental involvement in other parts of school life after many families had attended their first ever concert due to this initiative. Young participants gained many skills through the project, including teamwork, improved concentration spans and self-discipline. A key feature for one Head
of Music was not just the new musical skills her students had learned but their ability to use them simultaneously: taking visual direction, listening, interpreting, reading music and improvising, all under pressure/scrutiny. One Head of Music commented with mock horror: ‘What have we done?! That student is transformed – she is now full of confidence around the school and is constantly asking for more music!’ Making a difference in the future While the delivery of the Count Us In programme reflected local needs and resources, the buy-in by senior school management to the project as well as sympathetic and flexible timetabling significantly influenced the activities. The schools could also identify with important features of the orchestral musicians’ engagement of their students which had useful applications in other parts of school life. Building musical complexity from simple building blocks and highlighting the balance of both passion and control in the discipline of playing in an ensemble complemented other subjects. Over a year on, the organisations that formed the Count Us In partnership are still supporting this work. The ensembles are being sustained in most of the schools by the Heads of Music and Music Service teachers and vulnerable learners are being proactively identified for support
Music Education UK magazine: February 2012 | musiceducationuk.com
through the Music Service Remission of Fees Scheme. Heads of Music are being told about practice materials for ensembles relevant to all abilities of student in all schools while schools who were not involved have been enthusiastic about joining in future collaborations with orchestral musicians. They recognise that their involvement will give their Music Departments extra profile within the school and its wider community. Pupils also offered some sound advice on how future pupils could get involved: ‘Tell them how good it is – you could suddenly realise that you could be really good in playing this instrument… and you could grow up to become musicians.’ continued on page 13
Count Us In concert in Borehamwood, July 2010. Photo courtesy of Sue Lacey
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