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All schools have a music program. The current emphasis on music is a fairly recent development at schools where the overiding emphasis was on sport. Any Modern preparatory schools place considerable emphasis on music. Here there are considerable differences from school to school. The aim is to arouse interest in and enjoyment of music and to provide the opportunity to develop individual talents. An impressive characteristic of most schools is the number of children who sign-up for instrumental tuition. Here the children vary greatly both in takent and dedication. Both the schools and parents actively encourage this. As one headmaster told us, "We actively encourage the slighest interst in music." With school-age children, it is important to provide opportunities for active participation. The schools organize a variety of choral and instrumental groups to provide music making opportunities. Most schools provide the younger children up to two class periods per week. The younger children are introduced to basic rythm and listening through percussion. They generally progress to the recorder which provides an understanding of self notation which will be valuable if the child decides to learn a musical instrument. All children have singing and the older children usually are given some music appreciation classes as part of the normal time table.
All schools have a music program. There used to be very significant differences betweem schools as to the attention given to music. There was always an important emphasis on sports, but this was noy the case for music. These differences between schools have substantially narrowed in recent years because most schools have expanded their music programs. There are still substantial differences, but no school really now really neglects the music program. The current emphasis on music is a fairly recent development at schools where the overiding emphasis was on sport. Any Modern preparatory schools place considerable emphasis on music. Here there are considerable differences from school to school. The aim is to arouse interest in and enjoyment of music and to provide the opportunity to develop individual talents.
Prep schools vary widely in the facilities and materials set aside for music making. Many schools have music rooms and or choir rooms. There are also various facilities for performing. Al this depends on the size and financial situation of the school. One of the most serious problems for the children learming musical instruments are places to practice or receive instrumental tuition. Some schools have music blocs with the needed practice rooms. This is, however, beyond the means of many smaller schools.
Most schools provide the younger children up to two class periods per week. The younger children are introduced to basic rythm and listening through percussion. They generally progress to the recorder which provides an understanding of self notation which will be valuable if the child decides to learn a musical instrument. All children have singing and the older children usually are given some music appreciation classes as part of the normal time table.
An impressive characteristic of most schools is the number of children who sign-up for instrumental tuition. Here the children vary greatly both in takent and dedication. Both the schools and parents actively encourage this. It s not uncommon for more than half the children to take instrumental tuition. Quite a range of instuments are chose, but there are definite favorites, gender being a factor here. Specialist instructors come from outside the school to give these lessons. With so many children working on instruments, finding a place to practice can be a problem. Some schools have better music facilities than others. Of course one problem the schools have is getting the children, especially the boys to put in the assigned practice time.
We note prep school children try their hand at quite a range of instruments. Some of course were more popular than others. The piano was a popular choice. Gender was a factor here. Boys seems especially drawn to the brass and percussion instruments. We note both boys and girls doing string and reed instruments like the violin. Girls at a few schools worked on the harp. And the size of the instument was a factor for the younger children. The tuba was beyond the size the younger children can deal with, but we notice some of the older boys having a go with it.
The schools face the same problem as parents at home, getting the children to practice. Practice os mostly done in what would otherwise be the children's free time. With so much going on at school, there are often temptations to skip practice. The school commonly have a music building or section with small practice rooms. Times are schuled for the children, but it is not possible to check each child's practices. Thus the temptation is there for the children to skip a practice. Some children are stronly encouraged by the children to do instruments and there is a varying commitment. Many are quiet enthusiastic and very contientous about their practicing. Others much less so.
The children are not graded by the school on their progress with the instruments they are learning to play. Rather they take Associated Board Music Examinations. These tests are given for different grades or levels of competency. The children passing the examination are awarded pass, merit or destinction.
Music is not normally done as a club activity. But this varies from school to school. We notice a few schools which have a variety of nusic centered clubs for various purposes. At one school a club was promote an interest in instrumental music among the younger children.
The schools organize a variety of choral and instrumental groups to provide music making opportunities.
As one headmaster told us, "We actively encourage the slighest interst in music." With school-age children, it is important to provide opportunities for active participation. The size of the school limits the alternatives. The musical talents of the staff is another factor. The schools have choirs of varying capabilities. Some prep schools include choir schools, but some of the non-choir schools have choirs which have achieved very high standards. The schools also organize a school orchestra at at many schools various instrumental groups. Here some staff members commonly join the students. The groups perform at school events as well as community events abd services. The schools also arrange group trips to enjoy musical events being held in the community. In addition there are competitions the children enter.
We have some entries about individual children doing instruments and choir at prep schools. This provides some useful insights into music making activities.
