Section 2: What We Can Do About It
Let’s dive into the story of Feversham Primary Academy, the Bradford school that turned everything around—not by cramming more maths down students’ throats, but by embracing music. This is the kind of story that makes you wonder why anyone would doubt the power of music in education. So, grab a tambourine, and let’s get into it.
A School on the Brink
Back in 2010, Feversham Primary Academy was a struggling school, and not just a little bit. It was in special measures, meaning the school was in a downward spiral of poor academic results, low morale, and pretty bleak prospects. The school was based in one of the most deprived areas of Bradford, where challenges like poverty, language barriers, and low expectations often played a part in students’ academic underperformance. By all conventional measures, it looked like Feversham was heading toward failure.
Cue the dramatic entrance of headteacher Naveed Idrees, who clearly hadn’t read the manual on how to turn around a failing school. Instead of doubling down on maths drills, increasing homework, or squeezing out a few more grammar lessons, Idrees and his team took a bold step: they integrated up to six hours of music a week into the school day. Yep, music—singing, playing instruments, and embracing the arts were woven into every aspect of the school’s curriculum.
Now, for anyone stuck in the 19th century of educational priorities, this might have seemed like a gamble. I mean, why teach music when your students can’t even get decent test scores in reading and maths, right? But here’s where things get interesting. Six years later, Feversham was in the top 1% of schools nationally for pupil progress in reading, writing, and maths. Yes, you read that right—maths scores improved when the school invested in music. It wasn’t just about turning up the volume; this was a complete transformation.
The Power of Music
So, what happened? Well, Feversham embedded music, drama, and art in every part of the school day. Students weren’t just sitting in rows learning times tables by rote; they were drumming, singing, and performing, using music to engage different parts of their brain, boost their confidence, and improve their communication skills. And here’s where the sceptics of music education might want to pay attention: by making music a central part of the curriculum, the school saw a dramatic rise in academic results across the board.
Take the example of one student, Abiha Nasir. She was just five when she joined the school’s after-school clubs, and her talent for music was quickly recognised. Fast forward a few years, and she became the first Muslim girl to successfully audition for Bradford’s gifted and talented music programme. Abiha’s success wasn’t just about her musical ability—it was a reflection of how music had helped her build confidence and unlock her potential in other areas of her education. That’s the kind of transformation we’re talking about.
The Sceptics' Worst Nightmare
And yet, despite all the evidence, some people still question the place of music in education. To those sceptics, let’s paint a picture: Feversham Primary wasn’t just an outlier or a lucky case. The success of this school is a powerful reminder of what happens when you treat music as an integral part of education rather than a luxury. It turns out, kids don’t just need more maths—they need more music.
In fact, Feversham’s story aligns with research that shows how music education improves cognitive abilities, emotional intelligence, and academic achievement. But rather than just taking my word for it, let's look at the results. Schools like Feversham aren’t just teaching kids how to play instruments—they’re showing that music can build the kind of resilience, creativity, and problem-solving skills that translate into better academic performance.
So, what’s the takeaway here? Feversham’s story proves that music is more than just an extracurricular activity; it’s a game-changer. It transformed a failing school into a beacon of success, not by cramming in more “core” subjects, but by recognising that music is core to human development. And the best part? If it worked in one of the most deprived parts of Bradford, it can work anywhere.
It’s easy to think that Feversham Primary was a one-off, an outlier in the grand scheme of education. But the truth is, it’s far from unique. Schools all over the world have discovered the transformative power of music in their classrooms and communities, often with stunning results. Here’s a list of 10 schools or communities that, like Feversham, used music to turn things around:
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1. Gugulethu Township Schools (South Africa)
In the heart of Cape Town’s Gugulethu Township, schools have integrated music as a tool for empowerment in communities hit hard by poverty and crime. The Amy Foundation, named after Amy Biehl, set up after-school music programmes that teach young people musical skills and give them an outlet to express themselves. The results have been profound—students participating in these programmes report improved academic performance and confidence, and the initiative has kept many off the streets and engaged in positive activities.
2. Sistema Scotland (Scotland)
Inspired by Venezuela’s famous El Sistema programme (which we’ll come to in a moment), Sistema Scotland launched in 2007 with the goal of transforming communities through music. Its most famous project, Big Noise, operates in some of the most deprived areas in Scotland, offering children free music lessons and opportunities to play in orchestras. Schools in these areas have seen increased engagement, better school attendance, and improved academic performance, with students gaining confidence and social skills through their involvement in music.
3. St. Brendan’s National School (Ireland)
Located in Birr, Co. Offaly, St. Brendan’s National School is a prime example of how music can breathe new life into education. After incorporating a strong focus on music, with regular singing, instrumental instruction, and school performances, the school saw a positive impact on students’ academic success. A study published in the Irish Educational Studies journal reported that students engaged in music programmes performed better not only in arts but also in maths and literacy.
4. El Sistema (Venezuela)
We can’t talk about music transforming schools without mentioning El Sistema, Venezuela’s national music programme that began in the 1970s. Founded by José Antonio Abreu, El Sistema brought music to the poorest communities in the country. Over the decades, it’s provided over 2 million children with free classical music education, helping them gain discipline, self-esteem, and a sense of purpose. And it’s not just about the music—students involved in El Sistema have been found to perform better in school and develop stronger social skills. Many graduates have gone on to play in professional orchestras around the world.
5. West Michigan Academy of Music for Girls (USA)
In the United States, the West Michigan Academy of Music for Girls stands out as a school that champions the idea that music education is key to academic success. This all-girls school focuses on choir and ensemble singing, using music to teach discipline and teamwork. The impact has been significant, with students reporting improved confidence, leadership skills, and academic success, particularly in STEM subjects—a powerful reminder that music doesn’t detract from academic rigour but enhances it.
6. Colegio Estrella del Sur (Colombia)
In Medellín, Colombia, a city once infamous for its crime rates, Colegio Estrella del Sur adopted a music-based curriculum to lift students out of the cycle of poverty and violence. Partnering with local organisations, the school created a rich music programme, offering everything from classical guitar to jazz. The results? Increased graduation rates, more students pursuing higher education, and a sense of pride that has helped change the school’s reputation.
7. Harmony Project (USA)
The Harmony Project in Los Angeles is a non-profit organisation providing free music education to low-income students, many of whom are at risk of dropping out or falling into gang violence. Partnering with schools in some of LA’s toughest neighbourhoods, Harmony Project offers rigorous musical training and performance opportunities. Studies by Northwestern University have shown that students involved in the project demonstrate improved cognitive function, higher grades, and a better chance of graduating high school.
8. Parikrma Humanity Foundation Schools (India)
In Bangalore, India, the Parikrma Humanity Foundation works with children from slums, providing them with a holistic education, including a strong emphasis on music. These schools incorporate singing, instrument learning, and music appreciation as part of the curriculum, and the results speak for themselves. Students in these schools regularly outperform national averages, not just academically but in emotional resilience and social skills as well. Music has been key in breaking the cycle of poverty and low educational expectations.
9. Turnaround Arts (USA)
Launched by Michelle Obama, Turnaround Arts is an initiative in the USA that targets underperforming schools and injects arts education—including music—into the curriculum. The programme has seen schools across the country transform through music and the arts, with improved academic performance, student engagement, and teacher satisfaction. Schools that were once at the bottom of the pile have seen a dramatic turnaround in their results after embracing the arts.
10. Melbourne Symphony Orchestra’s Pizzicato Effect (Australia)
The Pizzicato Effect is a programme run by the Melbourne Symphony Orchestra that provides free string instrument lessons to students from disadvantaged communities. Working closely with local schools, the programme gives children the chance to learn an instrument and perform in concerts. The participating schools have reported improved attendance, higher engagement levels, and a stronger sense of community among students, proving that music education goes hand in hand with academic success and personal development.
Surely hese examples make it clear: Feversham Primary isn’t a one-off. Schools and communities around the world have used music to turn around academic performance, build confidence, and strengthen social bonds. The evidence is overwhelming—music is a transformative force, whether it’s in the streets of Caracas or the classrooms of Bradford. The real question is, why aren’t more schools following their lead?
Rethinking Priorities—Music as a Core Subject, Not an Extra
The fact that music is often treated as an “extra” in education is, frankly, a mistake. We’ve seen the evidence of how music improves cognitive abilities, emotional resilience, and even academic achievement, yet it remains sidelined in favour of more traditional “core” subjects like maths and science. If we truly want to provide students with a well-rounded education, we need to reframe our priorities and elevate music to the status it deserves—alongside maths, science, and literacy. This chapter will explore why and how music should be a central part of the curriculum, not just an afterthought.
What Does It Mean to Make Music a Core Subject?
When we talk about “core subjects,” we’re referring to those areas of study that are deemed essential for a student’s development and future success. Maths, science, and language are often viewed as fundamental to a student's intellectual toolkit, and they receive significant attention and resources in schools. Making music a core subject means shifting our perception of its value—seeing it as equally important in nurturing skills such as creativity, critical thinking, collaboration, and emotional intelligence.
The benefits of music are well-documented. According to a study published by the American Psychological Association, students who participate in music education consistently perform better in areas such as language development and spatial-temporal skills—abilities crucial for problem-solving in both maths and science. Music isn’t just “fun” or “relaxing”; it strengthens the brain in ways that are transferable to other subjects.
By making music a core subject, we would be giving it the same weight and consideration as maths or literacy, ensuring that it is included in the curriculum consistently throughout a student’s education, from early years to secondary school. It would mean more than a token 30-minute session squeezed between core academic lessons—it would be treated as a vital component of a student's intellectual and personal growth.
Countries That Get It Right: Music as Essential
To get a clearer picture of what treating music as essential looks like, we can turn to countries that have already done this successfully. Take Finland, for example. Finland consistently ranks as one of the top performers in international education systems, and music plays a big part in that success. Finnish schools integrate music into the daily curriculum from a young age. Music isn’t just something children dip into occasionally; it’s a subject taught with as much importance as any other. Finnish children receive formal music education starting in primary school, with opportunities to participate in choirs, bands, and orchestras throughout their education. The result? Finnish students regularly top global rankings in both academic performance and creative innovation.
In Finland, music education isn’t considered a luxury but a crucial part of developing well-rounded, innovative thinkers. This holistic approach to education fosters creativity, problem-solving skills, and emotional intelligence—all critical in today’s fast-paced, ever-changing world.
Similarly, Norway and other Nordic countries offer high-quality music education as part of their comprehensive approach to schooling. They emphasise the arts, and music is integrated into both the academic and social development of children. Schools in these countries focus not just on academic achievement but on developing the whole child—and music is central to that philosophy.
In Estonia, music education is integrated into both primary and secondary school systems, with a tradition of community-based choirs that has been a vital part of the country’s cultural identity for centuries. Estonian schools nurture this musical culture, teaching students the value of collaboration and national pride through shared musical experiences.
These examples from Nordic and Baltic education systems demonstrate that, when taken seriously, music education can foster academic success, social cohesion, and national identity.
Rethinking School Schedules, Budgets, and Teacher Training
So, how do we move from treating music as an “extra” to integrating it fully into our schools? This requires rethinking how we structure our school schedules, budgets, and teacher training.
School Schedules
Firstly, schools need to embed music into the daily timetable rather than tacking it on as an optional extra. We’re not talking about squeezing in a 20-minute session once a week; we’re talking about regular, consistent instruction that allows students to develop their skills over time. Just as maths and literacy receive dedicated daily time slots, music should have its place. This would mean longer sessions for performance and composition, as well as integrating music into other subjects. For example, rhythm can complement mathematical learning, while songwriting can aid language development.
Budgets
Of course, a key barrier to making music a core subject is the perennial issue of funding. Music requires instruments, sheet music, and often specialist instructors. But there are ways to make this work within limited budgets. Schools can partner with local music organisations, seek grants from arts foundations, and make use of technology. Music software and digital instruments have become increasingly affordable, allowing students to experiment with composition and performance without requiring costly traditional instruments.
Moreover, there are organisations, like Sistema Scotland or the Harmony Project in the US, which have shown that music can be implemented successfully even in schools facing financial challenges. These programmes provide free instruments and music education to disadvantaged communities, demonstrating that funding should not be an excuse to sideline the arts.
Teacher Training
One of the biggest challenges facing schools today is the lack of specialist music teachers. To truly make music a core subject, we need to rethink teacher training. This means offering better professional development for existing teachers and ensuring that music education is part of initial teacher training programmes. Non-specialist teachers need to feel confident and equipped to teach music at a basic level, and schools should have access to visiting music specialists who can provide more advanced instruction.
Countries like Finland and Norway have extensive training programmes for their teachers, ensuring that even those without specialist training in music can deliver high-quality arts education. By investing in teacher training, we can make music education accessible to all schools, regardless of their location or funding.
Conclusion: A New Perspective on Education
Ultimately, rethinking priorities in education means recognising that music is not just a “nice to have” but a must have. The evidence is clear—music benefits students academically, socially, and emotionally. Countries that treat music as a core subject have seen the rewards, and it’s time we did the same. By embedding music into the curriculum, providing adequate funding, and equipping teachers with the right training, we can give every student the opportunity to experience the transformative power of music.
Let’s stop treating music as an extra and start treating it like the essential subject it is.
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