Background
The Musical Futures journey began in 2003 when the Paul Hamlyn Foundation instigated an initiative to find new and imaginative ways of engaging all young people, aged 11-18, in meaningful music activities. The starting point for Musical Futures was to try to understand the factors affecting the disengagement of young people with sustained music-making activities, at a time in their lives when we know music is not only a passion for many young people, but plays a big part in shaping their social identity. >>

Approach
Musical Futures is not a scheme of work. It is a series of models and approaches that should be adapted and personalised to individual students' needs. The aim is to make music learning as practical an activity as possible, done ‘with’ and ‘by’ students, not ‘to’ and ‘for’ them. >>

Research
Recent research by the Institute of Education on Musical Futures indicates that schools typically witness a wide range of benefits when implementing the approaches including increased uptake of music GCSE and improved behaviour. >>
 
 
Teachers
Musical Futures is designed to support teachers and for them to personalise the approaches to their settings. It can be implemented in most teaching situations, often with little or no extra funding. >>

Music Services/Local Authorities
Music Services can provide crucial support networks, as well as local advice, guidance and links to equipment and practitioners to schools taking on Musical Futures. >>

Senior Managers
While many teachers take on Musical Futures with little or no support from the school, it is proven to be much more effective and sustainable in the long term if there is senior management, and whole-school support. >>

Teacher Training
Musical Futures encourages a shift in the role the teacher takes in facilitating and supporting music activities. Understanding these differences and their impact is an important part of any new teacher's training >>
 
 
 
 
 
 
Muscial Futures
 
Paul Hamlyn Foundation
 
Roland
 
Music Leader
 
Synergy