A Level Music: on the precipice - Music Teacher (2024)

As a follow-up to their earlier analysis, professor Martin Fautley and Dr Adam Whittaker of the Birmingham Music Education Research Group take a closer look at this year’s A Level results.

Back in the August 2021 edition of Music Teacher, we wrote about what we saw then as the possible demise of A Level Music in 2033. Little has happened since that time to make us change our minds on the general trajectory. Despite a slight uptick in entries last year – accounted for to some extent by a larger overall A Level cohort – 2023 has seen another drop in entry numbers, to below those of 2021. Figure 1 demonstrates this decline.

A Level Music: on the precipice - Music Teacher (1)Fig. 1 A Level Music entries

Shrinking class size

This downward trend is worrying for the profession as a whole, and deeply concerning for young people getting access to qualifications. The ramifications of this are widespread. Music teachers in schools may be presented with a minimum group size which they need to meet to ensure financial viability.

It may be helpful to note that in the 2021 Ofsted music research review the authors recorded: ‘It is notable that the number of pupils taking music A Level nationally implies an average uptake of around one to two pupils per school. This means that if a normal size school has five pupils opting for music A Level, the cohort is over double the average. It may be helpful for senior leadership teams to know this context and plan for the likely small class-sizes at Key Stage 5.’

Fewer teaching hours

With decreasing numbers of pupils being entered for A Level Music, we know that there is a concomitant reduction in the teaching hours available for music at this stage. The number of hours for this has also been reducing steadily since 2011/12, as demonstrated in Figure 2 (see areas coloured grey); last year was at 8936 hours nationally, a reduction of some 36% in teaching hours over this timeframe.

A Level Music: on the precipice - Music Teacher (2)Fig. 2 Secondary Music hours taught by KS

KS5 reduction is matched by what is going on at KS4, where there has been a similar reduction in entries. It should be noted that as A Level entry often follows GCSE, then a reduction at KS4 is quite likely to be a good indicator of any knock-on effect two years later on KS5.

Variable grade outcomes

This year there has been another matter which is important: the percentage of passes at A* in A Level Music. The issue of comparability of grades across different subjects at A Level is a significant issue, and this can be seen by comparing exam outcomes of some popular A Levels, as in Figure 3.

A Level Music: on the precipice - Music Teacher (3)Fig. 3 Percentage of students awarded A* (as %) at A Level

What this chart shows is that Maths, considered among the general public as one of the most challenging A Levels, has nearly three times as many A* grades (by percentage) as music. The reasons for this are complex, and, as Paul Newton (2022) observes, ‘A Level standards are carried forward, from one subject exam to the next, by locating grade boundaries at marks that correspond to the same level of attainment, from one year to the next.’ While the reasons for this apparent anomaly are beyond the scope of this article, and involve significant statistical wrangling, nonetheless this is something else music teachers might need to be aware of if challenged on grade outcomes by SLTs.

Long-term effect

The implication of falling A Level entries, our main concern in this article, is that this will have significant ramifications not only on Music in schools, but on subsquent degree study. Whenever we point this out, we are told that the rise in Vocational Qualification (VQ) numbers will make up for any shortfall. However, from preliminary analysis of VQ data we believe that when comparing 2017 and 2022, there has been a 41% decrease in Music entries for vocational qualifications too.

As Music becomes imperilled in schools as a discrete subject, there are likely to be decreasing numbers of students willing to take the subject at university or conservatoire. This could well have an impact on access to the music profession in all its aspects (performing, production, creative and research) in the coming years.

As academics, we can only report on these issues. There will be those who will see this as an attack on teachers, and those that read this as an attack on curriculum. It isn’t either of these. We are reporting the statistical results from publicly available data. We will have to allow others to draw inferences and formulate action plans specific to their contexts and positions. But it is to be hoped this can be done rapidly, as that date of 2033 is getting nearer all the time.

References

Whittaker, A., and Fautley, M. (2021) ‘A Level Music: going, going, gone?’ Music Teacher. bit.ly/421jqre

Newton, P.E. (2022) ‘Demythologising A Level Exam Standards’, Research Papers in Education, Vol.37/6

A Level Music: on the precipice - Music Teacher (2024)

FAQs

How would you describe the music teacher as seen from the window in very short answer? ›

The music teacher had a lean and bony structure. He was seated in front of Lalli with his back towards the window glass where he was giving Lalli violin lessons. He had a bald head and a fringe of oiled hair falling around his ears. He was dressed in an old-fashioned tuft.

How do you know if a music teacher is good? ›

7 Qualities to Look for When Choosing a Music Teacher
  1. The Teacher or School Can Teach More Than Instrument. ...
  2. The Music Teacher Tailors Their Lessons. ...
  3. They Make Lessons Fun. ...
  4. They Notice Key Issues and Target Them. ...
  5. They Are a Skilled Communicator. ...
  6. They Are Very Organized. ...
  7. They Stay Positive.
Feb 15, 2022

Do music teachers know how do you play all instruments? ›

Many elementary school music teachers specialize in teaching a single musical instrument even though they can play different instruments.

What is good about being a music teacher? ›

Teaching music can be a viable career option or simply a stepping stone towards another career option. It is a very flexible job with both scheduling and the amount of hours you care to work. One can easily foster other musical goals while teaching music.

What we learn from the chapter the tiny teacher? ›

Answer. Three things we can learn from the 'tiny teacher' are sense of duty, discipline, cleanliness and loyalty to the land where they live. These are the qualities that most humans lack. The "tiny teacher" teaches us that it is important to put in hard work and stay disciplined in order to achieve success.

What does your music teacher has put up a fancy quote in the music room which reads? ›

You music teacher has put up a fancy quote in the music room which reads:had to open my mind to sounds and vibrations (Evelyn Glennie). She then asked us to give tive. samles to prove this statement.

Do music teachers use math? ›

Mathematical ratios describe the size and relationship between two or more things, and they come in handy in understanding and performing music. For example, if a string instrument is plucked so that the entire length of the string (called an open string) vibrates, a specific pitch, or tone, is sounded.

Is it better to learn piano first? ›

The piano is also one of the best first instruments to learn because it is adaptable in many musical settings. From solo recitals to concertos with an orchestra to chamber music to contemporary bands, the piano lends itself to many musical spaces.

Does Beyonce know how do you play an instrument? ›

Many talented singers didn't learn to play an instrument before singing. For example, Ozzy Osborne, Ariana Grande, and Rihanna do not know how to play musical instruments. Beyoncé plays a little piano, but she is not professionally trained. The human voice is an instrument.

What is the quality of a music teacher? ›

An effective music teacher should be emotionally intelligent, people-oriented, and sufficiently patient. It's worth mentioning that different students develop their musical skills at different rates. Some students will take longer to understand critical concepts.

What kind of person is a music teacher? ›

Music teachers are artistic and social

They also tend to be social, meaning that they thrive in situations where they can interact with, persuade, or help people. If you are one or both of these archetypes, you may be well suited to be a music teacher.

What to know before becoming a music teacher? ›

How to become a music teacher
  • Earn a bachelor's degree. If you plan on teaching in a school setting, most schools require you to have at least a bachelor's degree in music education. ...
  • Complete classroom training. ...
  • Gain additional music or teaching experience. ...
  • Apply for a teaching certificate. ...
  • Earn additional education.
Dec 5, 2023

How would you describe a music teacher? ›

Music teachers educate students about the fundamental concepts of music theory such as rhythm, melody, pitch, and tempo. They conduct exercises like vocalization, harmonizing, singing, and playing musical instruments. They may also lead rehearsals in preparation for the school's musical performances.

How would you describe the music of Philip Glass? ›

He is a minimalist composer

The minimalist opera genre is best categorised by its use of repetitive sounds over long periods, which has a hypnotic, meditative feel. Although his works can be described as minimalist, Glass prefers to describe himself as a composer of 'music with repetitive structures.

How would you describe the music master? ›

Explanation: The music master was a bony figure. He had mostly bald head with a fringe of oiled black hair falling around his ears. He had a gold chain gleamed around his leather neck and a diamond ring glittered on his hand and it glided up and down the stem of the violin.

What is music for you as a teacher? ›

Musical notes can help teach fractions, changing instruments but playing the same song can help teach patterns, and using pitch can help with frequency and ratios. Science can benefit from songs that teach about the skeletal system or incorporate mnemonics to help students remember the food chain.

References

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