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ANNUAL REPORT 2015 - 16

Royal PatronHRH The Duchess of Cornwall

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“Without doubt, the very best thing I’ve been involved with in my career. I love it, the staff who also participate love it, the parents and carers love it, the staff and other young people back at school love hearing about it, but best of all, the young people taking part love it! It’s given so many of them an opportunity of a lifetime and one that they’ll never forget.”Sam Nosal, Head of Arts, Barnardo’s High Close School

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WELCOMEMusic Junction evolved from a seed that was sown by a collaboration between Yehudi Menuhin and myself on the BBC documentary, Menuhin’s Children. He wanted to teach the violin and reach everyone. LCO Music Junction is based on this philosophy of social inclusion; young people from all walks of life coming together to make music. This sifts down to everyone; the staff, the musicians and of course the children, who have the most extraordinary input, but also their schools and organisations and the wider community. We aim to create a spark and fire up an enthusiasm for music that culminates in an extraordinary performance. It’s a truly win-win situation and we’re told time and again that it changes lives.

The journey this year was wonderful; we started by travelling to Orkney to collect the tune from Sir Peter Maxwell Davies who very sadly died shortly after being so generous to LCO Music Junction. Our composer-in-residence Cheryl Frances-Hoad transformed it through the workshops, into “I am You, Brave and Strong”.

At LCO, we believe that the most fulfilling work is to help others achieve success, develop empathy and self-confidence, to make a difference, to share our passion and joy for music and to build bridges and connections with and between young people from all walks of life.

Rosemary Warren-GreenLCO Education and Outreach Artistic Director

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1. The Need for Music Junction

2. Our Objectives

3. Our Partner Organisations

4. Our Musical Theme and Ethos

5. The Music Junction Year - Outputs

In Numbers

By Activity Mentor Sessions Flash Mobs Instrumental Sessions Workshops All Hub Rehearsal Showcase Concert

6. Building Stronger Connections Within The Project

7. Increasing Our Visibility and Reach

8. Evaluating Music Junction Specific Aims

Longer-term Impact

9. Finance and Funding

10. Looking Forward to 2016-17

11. Acknowledgements

musicjunction@lco.co.uk+44 (0) 20 3397 1298

London Chamber Orchestra TrustRegistered Charity Number: 297852

5-6 Albion Court, Albion PlaceLondon W6 0QT

CONTENTS

Photographs all © LCO/Benjamin Ealovega. If you would like to use any of these photographs for Music Junction related projects, please contact info@lco.co.uk.

All children’s names have been changed.

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1. THE NEED FOR MUSIC JUNCTION

Through Music Junction, the London Chamber Orchestra (LCO) aims to address a number of needs, which were identified in partnership with our participating organisations.

In the first instance, the evisceration of arts and music teaching from many schools’ curricula and the reductions in government funding for the arts (at both national and local level) have robbed far too many children and young people of the opportunity to engage meaningfully with culture. The London Boroughs where Music Junction currently works, Havering and Waltham Forest, were originally identified as those in greatest need in terms of lack of adequate music provision. Similarly, while Kent and Berkshire are areas of greater affluence overall, there are still many areas that are less well provisioned in terms of music services for young people.

LCO also seeks to address the need for young people and children to develop a sense of self-confidence and aspiration, in order for them to fulfil their potential. This is especially vital for those who face additional challenges, for example due to a physical disability, behavioural or communication problems, or a sense of isolation from their peers due to having to care for adults. There is an increasing body of evidence1 that suggests that high-quality, participatory music education leads to a wide range of non-musical benefits, including: enhanced aural perception and language skills; enhanced literacy skills leading to greater comprehension; better verbal learning and retention abilities; greater ability to learn some areas of mathematics; improved executive functioning including sustained attention, goal-directed behaviour and cognitive flexibility; enhanced creativity; greater aspirations which enhance motivation and subsequently attainment; increased self-confidence and sense of self-worth; greater resilience; ability to deal better with anger and a reduction in aggression; greater ability to express emotions; stronger time-management skills, communication skills and a greater ability to work with others. Our experiences to date with Music Junction support many of these findings, both in the short term and over a longer period, as detailed in the evaluation section of this report. It is worth noting that Music Junction shares the characteristics of the most impactful type of music education programme, as outlined by Susie Hallam:

“Music’s social character is evident in the role it plays in every culture, past and present, in creating and reinforcing social bonds, whether these are the bonds between caregivers and infants, adult partners, or among members of social groups and sub-groups.”Jeanette Bicknell, professor of Philosophy and author of ‘Why Music Moves Us’

“The common characteristics of musical programmes which are beneficial are emerging. They need to be highly interactive and enjoyable with opportunities for: developing new skills and performing; acquiring cultural capital; developing interpersonal bonds and solidarity in pursuing shared goals; on-going intensity and frequency of contact; developing mutual respect; and recognition and rewards for excellence. Receiving positive affirmation from others relating to musical activities, particularly performance, is crucial in enhancing self-beliefs whatever the age of the participants. If performances are in high status cultural venues the impact is enhanced.”Susie Hallam, ‘The Power of Music’

1. For a comprehensive overview, see Hallam, S (2015), The Power of Music, Music Education Council

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Thirdly - and perhaps most importantly in terms of longer-term impact - LCO seeks to address, at a community level, the challenges posed by a fragmented society, where there is often little opportunity for people from different social, economic, religious or ethnic backgrounds to connect in a meaningful way. By bringing together children and young people from very different walks of life, LCO helps to foster a greater sense of connection and empathy among the participants, which ripples out to the wider community. This hypothesis is validated both by the findings of Susie Hallam’s research and our own experience. Hallam has found that ‘group music-making has been shown to contribute to feelings of social inclusion; the more frequent the engagement in social musical activities the more socially included the children feel’, and that ‘cross community music education projects have been effective in addressing prejudice amongst young people’. We have started to see concrete evidence of an increase in empathy among MJ participants leading to positive action – see page 31.

“By stepping into the shoes of others and looking from their perspective, we start to humanise them and overcome the prejudices and stereotypes that create the toxic ‘us’ versus ‘them’ mentality that is at the root of so much conflict and inequality.” Roman Krznaric, cultural thinker and writer on the art of living and social change.

Finally, the ageing profile of audiences for classical music over the past 30 years would seem to confirm the hypothesis that when children have no exposure to classical music in their most formative years, they are far less likely to engage with it as adults. So if we do not, as a society, invest in classical music education, we may end up with no audiences for classical music in less than a generation. Music Junction is LCO’s way of trying to reverse the tide – along with the thousands of other organisations who understand how much poorer our society will be if we lose this battle.

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Greater empathy

and connection

between young people from

different backgrounds

1. To initiate opportunities for shared experience & friendship to

grow across social divides.

2. To develop self-worth, confidence and aspiration in all participants,

alongside growing awareness of their existing skills and qualities.

3. To create opportunities for shared performances that include LCO musicians and

participating staff, volunteers and young people from different organisations.

4. To enable more people to experience high quality music-making at first hand.

5. To develop, disseminate and share a set of guidelines to inspire more inclusive and higher quality community

collaboration and exchange in music.

We run creative music workshops.

We provide opportunities to hear, interact & perform with the London Chamber Orchestra.

We provide musical instruments and shared musical learning, and we facilitate individuals to take this learning further.

We publish what we have learned through the project’s development.

IMPACT - OVERALL AIM

SPECIFIC AIMS

OUTPUTS

2. OUR OBJECTIVES

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BerkshireBarnardo’s High Close School A non-maintained day and residential school in Wokingham, catering for young people with social, emotional and mental difficulties as well as those with communication and interaction needs.

Bradfield College A co-educational independent school for 13- to 18-year-olds, part of the Rugby Group of schools.

Theale Green School A comprehensive secondary school with specialist school status in the arts. Having worked with Theale Green earlier in Music Junction’s history, we were delighted to welcome them back on board this year.

HaveringDrapers’ Academy An all-ability secondary school in Harold Hill, Romford. The school became an academy in 2010, sponsored by The Drapers’ Company and was totally rebuilt in 2013.Barnardo’s Havering and Indigo Young Carers These twin services support young people between 8 and 18 years of age whose lives are affected by caring for someone who is ill, has a disability, is experiencing mental distress or is affected by substance misuse.Havering Music School The London Borough of Havering’s music service and lead organisation of Havering Music Hub (not to be confused with Music Junction’s own hubs!). Organises school music tuition as well as young people’s ensembles.

KentBarnardo’s Meadows School A non-maintained day and residential school in Southborough, for 9- to 19-year-olds with social, emotional and mental difficulties, communication and interaction needs or who have a statement of Special Educational Needs or Education, Health and Care Plan.

Skinners’ Kent Academy An all-ability secondary school on a brand-new site in Tunbridge Wells, sponsored by The Skinners’ Company. Runs the International Baccalaureate Middle Years Programme.

Tonbridge Grammar School A selective state grammar school for 11- to 18-year-olds teaching the International Baccalaureate curriculum.

Waltham ForestBancroft’s School* A co-educational independent school for 7- to 18-year-olds. Bancroft’s is new to Music Junction this year.

Waltham Forest Music Service Organises music tuition within the borough’s schools as well as young people’s ensemble and a summer programme.

Walthamstow Academy An all-ability secondary school, sponsored by United Learning. The school has over double the national average of students with English as a Second Language.

Lammas School A state secondary school and sixth form new to Music Junction this year. An above average proportion of 50% of students are supported by pupil premium, which provides additional funding for students eligible for free school meals.

*Bancroft’s School also took part in the Havering Hub this year

3. OUR PARTNER ORGANISATIONS

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Each year our artist-in-residence works with the participants to create a new commission based on their collaborative work. For the 15/16 season, award-winning composer Cheryl Frances-Hoad joined the Music Junction team. The culmination of her engagement with the participants was the three-movement piece “I am You, Brave and Strong” which was performed alongside LCO at Music Junction’s Showcase Concert.

Every LCO Music Junction year has its own artistic theme, which acts as a springboard from which the Music Junction team and participants develop their musical ideas in a variety of ways. Our theme this year was ‘Heroes and Anti-Heroes’, based on LCO’s London season which explored the life and legacy of the controversial figure, Napoleon Bonaparte.

4. OUR THEME & ETHOS

Cheryl’s commission was based on a melody provided especially for Music Junction by the late Sir Peter Maxwell Davies. From this, Cheryl composed “I am You, Brave and Strong”, with significant creative input from the participants. Not only did they contribute musically, they also provided the title for the piece and all of the text for the third movement, which Cheryl simply rearranged and tweaked to turn into a song. It’s a wonderful reflection on the MJ ethos that is was in fact one of the most initially disruptive students who came up with the words ‘Brave and Strong’, which then ended up in the title.

Cheryl Frances-Hoad, Christopher Warren-Green and HRH The Duchess of Cornwall at the final showcase rehearsal

“It’s an honour to have this tune (written for solo violin) as the starting point for the piece, and elements of it have been incorporated into the ‘Hero’ section of my work. The two parts of the tune are related but contrasting and have a stoicism and vigour that will influence everything from the harmony to the mood of the piece.”

Cheryl Frances-Hoad

“THE PRIDE OF SEEING A COMPOSITION FINISHED, EVEN FOR SOMEONE LIKE ME WHO’S WRITTEN HUNDREDS OF PIECES, IS IMMENSE. EVERY TIME I SEE A FINISHED PUBLISHED SCORE, I CAN’T BELIEVE I MANAGED TO WRITE IT AND IT INCREASES MY SELF-ESTEEM A BIT. I’D LOVE IT IF EVERYBODY WHO PARTICIPATES IN MUSIC JUNCTION THIS YEAR COULD FEEL THAT SENSE OF PRIDE TOO.”Cheryl Frances-HoadComposer-in-residence for Music Junction

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5. THE MUSIC JUNCTION YEAR - OUTPUTSI. IN NUMBERS

Starting with our Flashmobs and Instrument Taster Sessions at the beginning of the school year and culminating in our Showcase Concert in May, Music Junction offers a unique musical experience, particularly for those whose circumstances allow for so few opportunities.

Through our Flashmobs, new this year, we were able to reach over 3000 children in our partner hubs.

• 4 hubs (Berkshire, Havering, Kent and Waltham Forest)

• 14 participating schools and organisations

• 34 separate occasions for participants from different partner organisations to mix

• 53 instruments loaned to participants, courtesy of the MariaMarina Instrument Loan Library

• 8 methods of evaluation

• 159 audio and video clips uploaded onto MusicCircle, our private media-sharing platform, developed last year by Goldsmiths, University of London

AND…

• 3 violin strings and 2 cello strings snapped

• 1 trumpet mouthpiece stuck inside the trumpet

• 2 detached cello bridges

• 9 split clarinet reeds

1 Composer

1 Workshop Leader

1 Instrumental Session Leader

2 Music Junction Staff

5 Other LCO Staff

9 Volunteers

66 LCO Musicians

121 Regular Young Participants

29 Partner Staff

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Over 3000 children in our partner hubs

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Shared experience is at the heart of Music Junction and Mentors play a vital role in communicating the project’s inclusive nature. In becoming Mentors, more experienced participants support not only their peers approaching music for the first time, but also get to work closely with the LCO musicians.

Before the Flashmobs took place, the Mentors met at Bancroft’s School to prepare and rehearse ahead of their surprise performances across all hubs. Mentors also attended a Side-by-Side day to learn specific mentoring skills from LCO musicians, to help them encourage and draw the best from their less able peers as the Instrumental Sessions and Workshops got underway. Christopher Warren-Green also took part in these training sessions, thereby giving the Mentors an initial experience of him conducting. The responsibility of leadership gives many of the Mentors a space in which to thrive as they are encouraged to not only assist with the technical improvement of other young people, but also to set a positive example of behaviour, attitude and achievement.

“It was a great experience -I feel I could help a beginner with the basics”- MJ Mentor

“Jemima was new to the project this year, but was able to act as a very positive role model alongside the Skinners’ Kent Academy violinists, and it was lovely to see her sense of leadership develop through the months of the project. Jemima has since talked about the MJ project in school assemblies this week (to the whole school) sharing with them the positive message that the project has meant for her as well as giving an outline of the aims of the MJ project. As a student new to the school for the Sixth form, it has been particularly good to see how her confidence as a leader has grown since the start of the project.”Simon Hayward, Head of Music, Tonbridge Grammar School

“Now I understand what skills others need to learn my instrument”- MJ Mentor

II. BY ACTIVITYMENTOR SESSIONSOCTOBER 2015

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Music Junction began this year with an LCO visit to each hub for a Flashmob-style performance, surprising thousands of school children and staff as we interrupted their break times and assemblies to play Ode to Joy from Beethoven’s Symphony no. 9. Immediately afterwards, children were encouraged to try the instruments they’d just seen and heard with the LCO musicians, often for the very first time. Music Junction mentors played alongside LCO musicians, and choirs from each school learnt, ahead of the visit, a simple vocal part to add to the spectacle. Some children even tried their hand at conducting LCO!

For those children who had never encountered an orchestra before, at least 40%, the Flashmob experience provided a unique first step into orchestral music-making with the chance to meet the musicians, think about getting involved in Music Junction and, importantly, to try orchestral instruments under the guidance of LCO musicians with help from student mentors.

“The Pop-up [Flashmob] for us at Tonbridge Grammar School was excellent. It has made a real difference to be able to share the project with a much wider group of students – a whole year group.”

Simon Hayward, Head of Music, Tonbridge Grammar School

“The instrument workshop also created a very positive buzz around trying the kinds of instruments we don’t necessarily have in school.”- Hannah Arben, Music Teacher, Walthamstow Academy

FLASHMOBSNOVEMBER 2015

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For many of the children the first Instrumental Session is the beginning of a journey with their new chosen instrument. For those without access to an instrument, thanks to the MariaMarina Foundation we have an Instrumental Library from which we can lend instruments free-of-charge. These sessions were led by Rosemary Warren-Green with the support of the LCO musician team and student mentors; they focussed on building instrumental techniques and skills with a view to providing each participant with an ‘instrumental tool kit’. The aim is for each student to be able to create a variety of quality sounds and learn some elements of traditional Western classical tuition, which they can use again and again. This is one of the ways in which MJ tries to build in legacy to the project, even if not every participant will go on to study an instrument more formally.

“AS WE WORKED ON THE PIECE OVER THE WEEKS, THE YOUNGER MUSICIANS BECAME MORE CONFIDENT WITH THEIR INSTRUMENTS EVEN THOUGH SOME HAD PICKED UP A COMPLETELY NEW INSTRUMENT ONLY A FEW WEEKS AGO.”MJ mentor Yr 12, Tonbridge Grammar School

INSTRUMENTAL SESSIONSFEBRUARY - APRIL 2016

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Occurring monthly in each hub, with one school hosting all the participants, workshops form the core to creative development in Music Junction. Under the guidance of Workshop Leader Caroline Welsh, and with the support of the LCO musician team, participants explored their way through Cheryl Frances-Hoad’s music, through a variety of creative tasks.

Sessions begin with ice-breakers and games including a physical, instrumental and vocal warm-up before turning to the task in hand. Improvisation is encouraged at any level of instrumental ability and is a key method for producing the original musical material, which is ultimately performed at the Showcase Concert. Informal ensemble performances encourage the young people to take pride in their work and to share their own ideas and work with the entire hub.

WORKSHOPSFEBRUARY - APRIL 2016

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The All Hub Rehearsal (based this year at The People’s Palace, Queen Mary University of London) was honoured to receive a special visit from LCO’s patron, HRH The Duchess of Cornwall. The morning of this rehearsal was dedicated to the participants alone, giving them the chance to hone their work from previous workshops and instrumental sessions, and to steady their nerves before HRH’s arrival.

Later that day, as HRH watched, the young people rehearsed with the entire LCO for the first time, under the baton of Principal Conductor Christopher Warren-Green.

HRH was then introduced to members of the orchestra before joining the young people gathered on stage for a group photo. Selected young people and staff from each Hub were invited to meet her in person at a dedicated reception.

HRH took great interest in the young people involved in the project; many of the participants were unfazed by her presence and were keen to interview her about her musical experiences!

ALL HUB REHEARSAL4TH MAY 2016

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“At a time when young people are being cut off from a world of creativity, if anyone in the Cadogan Hall had any doubts that inclusive artistic programmes such as LCO’s Music Junction are essential – serving as a vital platform to develop aspiration, showcase young talent and enable potential to thrive – then this performance of I Am You, Brave and Strong will have disabused them.” - Claire Seymour, Seen and Heard International

The Showcase Concert at Cadogan Hall is the pinnacle of Music Junction and gives everyone involved a goal to aim for. Their anticipation is clear; for many, this is the first time they have performed to their parents, friends or family.

Every participant is offered a complimentary ticket so that they can bring a supporter with them. This results in a truly mixed audience comprising many novice concert attendees alongside LCO’s traditional audience.

“In the case of so many of the parents, theirs are children who weren’t allowed to do anything special in their previous schools as invariably they were the “naughty children” and they don’t get included because they can’t be trusted to behave. It’s incredible for the parents to see the project’s success on many levels.”

Sam Nosal, Head of Arts, Barnardo’s High Close School

The smooth running of the Showcase Concert and the Royal visit was largely down to a team of fantastic volunteers, many of whom came from Queen Mary, University of London, but also included parents and donors. Thanks to their invaluable support in tasks from handing out juice to calming pre-concert nerves and tuning instruments, their support ensured both that the Royal visit and the concert were successes.

SHOWCASE CONCERT6TH MAY 2016

“It was obvious from all the performers’ expressions at the concert that they had enjoyed a once in a lifetime experience.” – Marwan Mikdadi, Deputy Head, Bancroft’s School

“The weekend after the concert saw a flurry of texts between all the staff involved, all so emotional about the whole project… I think we can honestly say, with our hands on our hearts, that it is life changing.”

Sam Nosal, Head of Arts, Barnardo’s High Close School

“Ultimately it is an opportunity that few of them will get again to work in such a creative, supportive and once it comes to the concert, awe inspiring spectacle which leaves a big impression on them. Many of the parents/carers are seeing their children participating in something that they wouldn’t have believed possible which also generates further encouragement and goodwill.”- Clive Stott, KS4 Teacher, Barnardo’s Meadows School

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6. BUILDING STRONGER CONNECTIONS WITHIN THE PROJECT - MUSIC CIRCLE

Technology has enabled greater sharing and learning than ever before for MJ participants. Developed last year in collaboration with Goldsmiths, University of London, MusicCircle is our online learning community allowing all participants and staff to comment on, learn and share musical material from the project. Goldsmiths is now commercialising MusicCircle through spin out company Museifi.

MusicCircle gained popularity after it was promoted during Music Junction’s Flashmobs across the hubs and the video of the Flashmob Rehearsal even gained 720 hits. Activity level on MusicCircle continued to grow after the Flashmobs, peaking in February with 64 logins per week. Similarly, the videos uploaded at this time proved the most popular but the number of logins slowly reduced over the course of the rest of the project. MusicCircle’s potential is great but we still need to work on how it can deliver meaningfully in certain social learning spaces. We also noticed that there was disparity in usage between hubs, with Waltham Forest using it the least and Kent using it the most.

However, in post-project discussions with our participating organisations, it has become clear that there is still great interest in extending its use and encouraging MJ participants to put up more material. Our objective going ahead will be to work on making MusicCircle more integral to the project, perhaps through ensuring that participants have defined activities to achieve between each of the sessions. In future we would also like to develop it as a smartphone app to make it more attractive to our participants and easier to use.

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LCO’s partnership with Queen Mary University of London has been developing for a number of years after an initial collaboration linked to the GLA’s East Festival and LCO’s annual contemporary music series - ‘Inspired by’. The University hosted LCO’s ‘Inspired by Architecture’ workshops, recordings and performances and went on to partner LCO in ‘Inspired by Digital’ through their Centre for Digital Music.

More recent collaborations have included an LCO performance celebrating the reopening of QMUL’s People’s Palace, LCO ensemble performances in QMUL’s Octagon with associated visits to local schools, workshops for QMUL staff with LCO musicians and the use of the People’s Palace for LCO Music Junction’s final all Hub rehearsals.

Dr. Paul Edlin, composer and QMUL Director of Music, has worked closely with LCO management to integrate LCO’s annual artistic strategy into the University’s regular music activity and to include visits to schools local to the University. The University now has a dedicated annual LCO Scholarship and a number of its students with advanced musical skills have become volunteers within Music Junction.

7. INCREASING OUR VISIBILITYAND REACHi. PARTNERSHIP WITH QUEEN MARY UNIVERSITY OF LONDON

All hub rehearsal at the People’s Palace, Queen Mary University of London, May 4th 2016.

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ii. LCO MJ IN THE MEDIA

Over the course of the academic year, LCO regularly engaged both with schools’ press departments, and external PR contacts to help spread the word of Music Junction. In addition to blog posts on LCO’s website, and through partner schools, one of the key areas for press and wider-interaction with Music Junction was through social media sites such as Twitter and Facebook.

Using the hashtag #MusicJunction, participants, teachers, staff, mentors and press contacts alike were able to comment and share information surrounding the project.

The below images document some of the interaction that took place on Twitter, from the composer-in-residence herself, to parents, volunteers and the schools’ PR departments.

Her Royal Highness, The Duchess of Cornwall’s visit and the Music Junction Showcase were particular media highlights, with features in local press, Classical Music magazine, David Mellor’s Mail on Sunday column and Twitter support from Clarence House. HRH herself was even ‘papped’ two days later, sporting an LCO Music Junction tote bag!

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8. EVALUATING MUSIC JUNCTION

OVERALL AIM: TO CREATE GREATER EMPATHY AND CONNECTION BETWEEN YOUNG PEOPLE FROM DIFFERENT BACKGROUNDS.

“In today’s cultural climate, Music Junction is a shining light that simply must be nurtured, philosophically and financially.”

Cheryl Frances-Hoad

Our fundamental aim is to increase empathy between young people of different backgrounds and experience, through creative music-making. As you will see in the following pages, we are seeing more and more that this interaction develops beyond the workshops and ripples into schools and the wider community.

We work closely with our partners to discuss each season of work, both strengths and weaknesses and the feedback we receive confirms the worth of Music Junction to the schools.

It has always been a challenge to evaluate the engagement and successes of the project for individuals and as a whole, particularly as young people don’t always demonstrate the same level of self-awareness that allows them to objectively gauge their own behaviour. Nevertheless, we have collected more data than ever this season and, keen to learn, we have also been in contact with the Public Health department of the Royal Borough of Kensington and Chelsea to take advice on how we can evaluate the project better in future seasons.

At every session we asked “Have you made any new friends today?” and in the first workshops 60% of the children agreed that they had. As can be expected, this figure slowly dropped over the project to 36% by our penultimate workshop. 59% of children agreed in the first workshops that they felt connected to other

people; this rose to 76% by the end of the project.

“The students benefit most from being able to interact and socialise in an environment significantly different from the one they are used to.”Clive Stott, Meadows School

“For all of these students it is an enormously beneficial ‘real world’ experience, reminding them of life beyond grammar school, both for other, less musically experienced students from a wide range of backgrounds, and as a professional musician.”Simon Hayward, Head of Music, Tonbridge Grammar School

59% of children agreed in the first workshops that they felt connected to other people; this rose to 76% by

the end of the project.

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HOW DO WE MEASURE IMPACT?

VERBALLY WITH STAFF

PARTNER CASE STUDY QUESTIONNAIRE

EMAIL

GREETINGS CARDS

A FEEDBACK TREE

VERBALLY WITH PARTICIPANTS

‘HOW DO YOU FEEL’ FORMS AT EVERY SESSION

END OF SEASON MEETINGS

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Music Junction’s core objective is about shared experience; opportunities for such are therefore carefully built into the project. A constantly nurtured ethos of acceptance, tolerance and understanding reaches across the project. The moving of participants into each other’s physical spaces is an essential ingredient and has been commented on by everyone involved.

“The project was really enjoyable and inspiring, as it brought together people from completely different backgrounds who would never usually meet and allowed us to work together to perform in a professional concert at the end of the project.”Music Junction Mentor, Tonbridge Grammar School, Yr 12

With the integrity of the music-making as the kernel of the project everyone has a common goal and everyone is involved in the creative process at a level which both challenges them and allows them to thrive. Our workshops and instrumental sessions bring together children from a wide spectrum of the education system. These children meet regularly for the duration of Music Junction and whilst they are initially shy and even wary of each other (not least because they’re often being expected to do something new: to perform or to simply be in a new environment) over the course of the project obvious relationships grow, not only between the children but also between the schools.

A consistently high proportion of participants agreed that they shared their skills or ideas with their group in every session. On average, across all workshops, 64% of those who answered our ‘how do you feel?’ form said that they felt encouraged to share their skills and ideas with others. This figure was as high as 75% in the workshops, which aim to get the children thinking creatively and contributing their ideas to the music being formed.

“The students at Meadows often struggle with authority figures as they have often been let down by many of the adults that should have been role models. Through Music Junction the students are able to work with other students who have been elected to be mentors and they find that experience far less threatening.”Clive Stott, KS2 Teacher, Barnardo’s Meadows School

“The young people are aware that adults have some difficulty learning as well, this has had a great bond between the staff and young people, we are all learning together even if some of us are at different levels the young people are willing to help each other when they need support.”Sue Giles, Support Worker, Indigo Young Carers

SPECIFIC AIMSI. TO INITIATE OPPORTUNITIES FOR SHARED EXPERIENCE AND FRIENDSHIP TO GROW ACROSS SOCIAL DIVIDES

64% of those who answered our ‘how do you feel?’ form said that they felt encouraged to share their skills and ideas with others.

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“She finds everything about her life so terribly daunting and seems to go from one crisis to another, so making such a success of this project was so important.”Sam Nosal, Head of Arts, Barnardo’s High Close School

‘Soft-skills’ such as self-worth, confidence and aspiration were measured through our ‘how do you feel?’ forms and by collecting anecdotal evidence.

By asking the participants to agree or disagree on a sliding scale with seven statements, we were able to record their journeys as a hub, using the following statements: “I felt useful”, “I felt full of energy”, “I felt important”, “I felt happy”, “I was interested in the activities”, “I felt connected to other people” and “I felt confident”. In almost every one of these statements, the number of those who strongly agreed rose across the project.

“We have seen a real development in pupils’ confidence and social skills and a much more open minded view of classical music. This has also led to increased musical attainment and much more interest in learning a traditional instrument amongst the pupil population across the whole school.”Russell Hayward, Head of Music, Drapers’ Academy

Confidence was seen to improve: in the first session, 41% of the participants strongly agreed that they ‘felt confident’. By the end of the third workshop, this had risen to 50%.

SPECIFIC AIMSII. TO DEVELOP SELF-WORTH, CONFIDENCE AND ASPIRATION IN ALL PARTICIPANTS, ALONGSIDE A GROWING AWARENESS OF THEIR EXISTING SKILLS AND QUALITIES

In the first session, 41% of the participants strongly agreed that they ‘felt confident’. By the end of the third workshop, this had risen to 50%.

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“With students such as Will and Rosie, it is so evident that they have a love of music, this sort of project helps them to shine. For other students like Johnny and Ben, it boosts confidence and self-esteem being part of a small, nurturing group, rather than a whole class project.”Alison Hawley, Head of Drama, Skinners’ Kent Academy

Music Junction seeks to include all young people regardless of their level of ability and every participant is encouraged to share his/her ideas. This is reflected in the data which shows that just 29% of the participants agreed that they ‘felt important’ in the first session. By the end of the project this had risen to 57%. Similarly, the number of participants who “felt useful” rose from 38% to 59% over the project.

“They like the feeling of belonging to a bigger group and having a place; this is very important to them to know they belong as they normally feel very isolated and alone.”Sue Giles, Support Worker, Indigo Young Carers

“Both girls were very nervous when they started, but they have ‘flowered’ and it is wonderful to see how much they enjoy the sessions and taking part.”Janet Clements, Support Worker, Havering Young Carers

“Johnny and Ben are both polite and ‘shy’ students. However, on this project in a small group setting, they have been able to be supported and nurtured and have gained confidence. Other examples would be Ollie and Dan, who can be vulnerable and not quite believe in themselves at points. On this project, they have freely improvised, held down main pulses and modelled work when asked and ‘had a go’ at everything asked of them. Fantastic for their self-esteem!”Alison Hawley, Head of Drama, Skinners Kent Academy

29% of the participants agreed that they ‘felt important’ in the first session. By the end of the project this had risen to 57%.

The number of participants who “felt useful” rose from 38% to 59% over the project.

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Our Partner schools and organisations are now communicating beyond the project itself and are sharing resources, performances and expertise. For example, Bancroft’s School, which joined MJ only this year, invited a brass ensemble from Waltham Forest Academy to perform at Bancroft’s – a direct offshoot of the new relationship forged between the two schools through MJ.

Perhaps most surprising is the inclusion of young people from outside the project. These young people have mainly been invited in by LCO Musicians to experience Music Junction themselves and soon become very engaged, mentor and start their own separate communications and performances with some of the participants. Similarly, LCO Musicians who have developed meaningful relationships with partner organisations continue their involvement far beyond the Showcase Concert and become a regular part of a school’s musical life.

A vital aspect of the project is the sense of equality that comes through everyone learning together. Having teachers and students working alongside each other, facing challenges and overcoming them together has the ability to change the teacher-student relationship that is so important in successful schools.

“Pupil staff relations definitely improve through each project and the young people feel they have a shared experience with the staff that is really special. We had one instance where a member of staff was to play a violin (an instrument new to her) and she became really nervous just before the performance. The boy who was to play next to her, stepped up as her supporter, giving her words of encouragement and reassurance and said that if he could do it, so could she! It was a huge milestone for him as a person to put himself in that position of being so thoughtful about someone else’s need and to be so giving of himself.”Sam Nosal, Head of Arts, Barnardo’s High Close School

SPECIFIC AIMSIII. TO CREATE OPPORTUNITIES FOR SHARED PERFORMANCES THAT INCLUDE LCO MUSICIANS AND PARTICIPATING STAFF, VOLUNTEERS AND YOUNG PEOPLE FROM DIFFERENT ORGANISATIONS

A key challenge, however, remains how to ensure that the project activities stretch each and every participant on every occasion, irrespective of their initial level of experience of playing an instrument. While Cheryl Frances-Hoad’s piece achieved this balance remarkably well, by offering up solo opportunities for the more advanced young players, we still need to work harder to ensure that the more advanced musicians can be fully stretched throughout the project, in particular during the workshop sessions. We will review our current practice ahead of the forthcoming season, and will also explore ways of including some of the more experienced participants in more elements of the final showcase concert – for example, involving some of them in one of the non-MJ pieces, or asking them to be involved in presenting the new MJ piece. We are committed to improving the experience each year for all of our participants, based on comprehensive feedback from our partner organisations.

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High quality music-making is at the heart of LCO’s life and part of the Music Junction mission is to ensure as many people as possible are able to experience this.

The inclusive nature of Flashmobs means that young people are able to get involved as much as they want to: join in, sing along, simply watch from the side-lines or even conduct. The number of children who encountered a Flashmob at their school was significant: we estimate that we reached over 3000 children across our hubs.

Furthermore, all partner organisations are invited to attend LCO rehearsals across our entire season at no cost to them. Come the Showcase Concert, all participants are offered a free ticket for a guest so that a supporter can come and watch them. Often the supporter is a parent or friend and they are rarely regular concert-goers. We hope their experience might change assumptions they may have about classical music and its value in everyday life.

“LCO were so awesome on stage, I almost felt ashamed to be stood next to them.”MJ participant, Barnardo’s High Close School

SPECIFIC AIMSIV. TO ENABLE MORE PEOPLE TO EXPERIENCE HIGH-QUALITY MUSIC-MAKING FIRST HAND

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V. TO DEVELOP, DISSEMINATE AND SHARE A SET OF GUIDELINES TO INSPIRE MORE INCLUSIVE AND HIGHER QUALITY COMMUNITY COLLABORATION AND EXCHANGE IN MUSIC

“MJ has also driven interest in music right across the school through the flashmob events and raised the profile of the subject to senior teaching staff and management.”Russell Hayward, Head of Music, Drapers’ Academy

Music Junction is unusual in its wide, inclusive reach, combining participants from very different social backgrounds. This idea is beginning to attract wider interest. The project’s Annual Report is widely distributed with a view to explaining how the project is developing and how it is performing against its objectives.

The production of the report is very much part of the ongoing development of Music Junction. Prior to publication, all project participants and stakeholders are invited to comment on the year’s activity and the project in general. This year, following last year’s analysis, we made considerable changes, which included a new management structure for the project and some alterations regarding better and wider inclusion for all participants. We have also started to ‘stretch’ the project across a wider time frame with the eventual hope of having activity across most, if not all, of the school year and possibly include some summer course activity.

Because the challenges inherent in the project are many and various, we know through experience that it is essential to share and discuss the successes and failure both internally and externally. We have been informally invited by the Education Development Trust to take part in a conference in June 2017 in Birmingham in order to showcase MJ.

“The music assemblies this week have been an excellent way for the whole school to feel involved with the project. We have shared photos and talked about the impact of music on peoples’ lives to flag up issues such as community involvement and responsibility. The next stage for us at TGS is to make MJ more widely publicised on the school website and in the community beyond. It would also be good to make further links and connections with the other Kent schools for further music-making and collaboration.”Simon Hayward, Head of Music, Tonbridge Grammar School

SPECIFIC AIMS

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“Final word – Without doubt, the very best thing I’ve been involved with in my career. I love it, the staff who also participate love it, the parents and carers love it, the staff and other young people back at school love hearing about it, but best of all, the young people taking part love it! It’s given so many of them an opportunity of a lifetime and one that they’ll never forget.”Sam Nosal, Head of Arts, Barnardo’s High Close School

Music Junction has now completed its sixth year and its impact has been felt across the partner organisations and into the communities in which we work. For some of our participants this year, this was their 4th year of taking part. While the project is always open to new participants, there is a significant proportion of children and young people who take part over several years.

“Some of our young people return year after year as they feel that they make friends and develop new skills by working together and communicating, sharing ideas and interacting within a group.”Sue Giles, Support Worker, Indigo Young Carers

In addition to the outcomes and impacts which we have observed each season, we are beginning to see longer-term impact as well.

LONGER-TERM IMPACTOBSERVATIONS FROM OUR PARTNER ORGANISATIONS

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I. INCREASED EMPATHY LEADING TO POSITIVE ACTION

Our partner organisations have reported a number of instances where MJ participants have, of their own initiative, decided to use their skills to help others. This has been reported both within partner organisations and between children from different organisations.

“There have been some developing friendships with young people from other schools and this year, for example, there have been instances of one of our more talented pupils working together with a boy from another school on the piano, and working alongside him has often brought the best out in our pupil. He has definitely toned down his usually colourful vocabulary when working very closely with the other pupil and has been sensitive to his needs.

The biggest change however, has been in the empathy we have seen between our own pupils. This year for example , one of our Year 10 boys is playing violin with one of our Primary pupils. He has been incredibly sensitive and helpful with her, always tipping his head to whisper what note they are supposed to be playing, or when to start and so on and he always praises her for doing well after they’ve played. It is so heart-warming to watch and not a usual feature of this boy’s behaviour at all.” Sam Nosal, Head of Arts, Barnardo’s High Close School

One young cellist who became involved with the project over several years has now organised several fundraising concerts to help raise money for Barnardo’s. In another instance, a participant has now taken to volunteering with underprivileged children who are not even connected to MJ.

“We have especially seen increased confidence and self-esteem amongst pupils who have taken part in the scheme multiple times. As the pupils become more confident in their abilities they naturally take on the role of mentoring and supporting younger and less experienced players. In one instance this has led to a pupil becoming a long term volunteer working with underprivileged children and those with learning difficulties in the local area.”Russell Hayward, Head of Music, Drapers’ Academy

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II. INCREASED INVESTMENT IN MUSIC EDUCATION PROVISIONFor many of the students involved in Music Junction, access to music lessons is very limited, and the opportunity to learn an instrument and to share what each has learned is, for some, a really new idea.

“Currently, we have a small music provision at Skinners’ Kent Academy, and a desire to start to grow a school orchestra. For these children, in Years 7 & 8, who have received bespoke music coaching sessions from seasoned professionals, this is such an opportunity for them personally. The wider effect of this inspiration could mean that they would be confident in the future to be role-models to other students to engage with music, in a project like this or taking up a musical instrument or joining an orchestra/choir.”Alison HawleyHead of Performing Arts, Skinners’ Kent Academy

Thanks to their involvement in Music Junction, Barnardo’s High Close School now receives regular instrumental tuition for its students through Berkshire Maestros, the local music hub. This kind of collaboration is unique to Music Junction and we would like to expand it further. For those who don’t receive instrumental lessons outside the project, we would like to develop the mentoring process beyond the workshops and instrumental sessions, and make this kind of collaboration between partner organisations a regular part of school life.

III. INSPIRING A LASTING PASSION FOR CLASSICAL MUSIC

“Our involvement in MJ has raised the profile of music in school considerably. Before we started, we had 8 pupils taking music lessons, now we have 35! As I have said many times before, MJ has made music ‘cool! – in every form – whether that be in listening to and appreciating classical music, learning an instrument, performing in front of other pupils or at special events at school, or getting excited about taking part in the projects themselves. We regularly have performances now of music in some form and this was a rarity before MJ.”Sam NosalHead of Arts, Barnardo’s High Close School

While not the primary aim of the project, one of MJ’s participants has now decided to make music his career.

“We also had a boy who left us at the end of Year 11 last year, who had started participating in Music Junction when he first came to us in Year 7. He fell in love with music through MJ and has now gone on to study music at Further Education College and knows he wants to make it his career. Neil Valentine (Workshop leader) referred to him as the ‘heart of the beat’ in one of the pieces we played and he’s never forgotten it. His proudest moment! MJ gave him the inspiration and aspiration to make music his life.”Sam NosalHead of Arts, Barnardo’s High Close School

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Music Junction would not be possible without the incredible generosity of our supporters, who play an integral part in helping us to transform the lives of our participants.

Our gratitude goes to MariaMarina Foundation, our core MJ sponsor, whose support for the last five years has enabled us to reach and engage with ever greater numbers of young people. We are also thankful for the ongoing support of the City Bridge Trust whose grant is helping to fund Music Junction activities in the Waltham Forest and Havering hubs. Both organisations had the vision to fund MJ during its initial, pilot phase and have been deeply supportive of us as we have adapted the project over the years to be ever more effective. For being with us over the longer term, we are deeply grateful.

Our thanks also go to three new funders this season, the Ernest Cook Foundation, Sir Siegmund Warburg’s Voluntary Settlement and the Britten-Pears Foundation, whose contribution helped to cover the commissioning costs for Cheryl Frances-Hoad’s “I am You, Brave and Strong.”

Bancroft’s School have also made an invaluable financial contribution to Music Junction this year, for which we are deeply grateful. It is our expressed intent that from the 2016/2017 season onwards, all participating organisations will make a financial contribution to the project, in line with their means, and we are working closely with our partner organisations to help them achieve this.

Our appreciation goes also to Richard Cookson, whose support enabled us to purchase a double bass, thus fulfilling one of our participants’ much cherished ambition to start learning the instrument. A huge thank you to all our individual donors, both to Music Junction and to the orchestra in general. Their generosity truly change lives.

We work hard to maximize the impact of every single pound that we spend, by keeping our costs as low as possible while ensuring that we can maintain the highest quality of delivery at all levels of the programme.

The gap between income and expenditure in 2015/2016 was met by funds carried forward from the previous year. To find out more about how you can make a lasting difference to the lives of children and young people through supporting Music Junction, please email catherine@lco.co.uk or call her on 020 3397 9841.

9. FINANCE AND FUNDING

INCOME

EXPENDITURE

*As of May 2016

YEAR ENDING 30 JUNE 2016

TOTAL INCOME £147,862TOTAL EXPENDITURE £161,755*

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LCO has recently appointed Dr. Paul Edlin as LCO Music Junction ‘Composer in Residence’ for the 2016/2017 season. This follows Dr. Edlin’s extensive involvement in Music Junction over the last two years, through visiting workshops, mentoring students at all levels on the trumpet, bringing QMUL mentors out to Young Carers for special extra sessions, and taking part in workshops alongside composer Cheryl Frances-Hoad.

‘Simple Gifts’ is LCO Music Junction’s theme for 2016/2017 written by Joseph Bracket in 1848. A well known Shaker dance theme which gained wide popularity following its use in Aaron Copland’s ballet score ‘Appalachian Spring’, it is thought to have origins in William Byrd’s renaissance work ‘The Barley Break’.

Copland’s piece will be played by LCO as part of their season concert featuring the Music Junction showcase at Cadogan Hall in May 2017. The theme is also taken further in the same concert with a performance of John Adams’ ‘Shaker Loops’.

Use of ‘Simple Gifts’ gives the project participants much food for thought in terms of creativity and ethos; it is always important that the annual aesthetic direction supports the philosophy and aims of Music Junction giving everyone something thought provoking, challenging and inclusive. ‘Simple Gifts’ will feature first in the Flash Mob element of Music Junction. A small choir of children and staff in participating schools and organisations will secretly learn the song in preparation for surprise Flash Mob visits by LCO musicians and mentors during the month of November.

Composer Paul Edlin will write his commission around the Shaker theme, working closely with all the participants and LCO musicians and providing them with working material. They in turn will feed him ideas from their own creative sessions.

10. LOOKING FORWARD TO 2016-17

Aaron Copland

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11. ACKNOWLEDGEMENTS

We must express our deepest thanks to those individuals and organisations listed below. Their support, commitment and passion demonstrate an enduring faith in the core values and aims of LCO Music Junction. Only with their help have we been able to continue to develop the activities and reach of the programme, and formulate plans to ensure its long-term sustainability. A huge thank you to our participants themselves, their parents, carers and teachers, for the joy, energy and ideas they have brought to the project.

MariaMarina Foundation Core Sponsor, 2014-17

Bancroft’s School

Beenham Wind Orchestra

Britten-Pears Foundation

City Bridge Trust

Ernest Cook Foundation

Sir Siegmund Warburg’s Voluntary Settlement

Alistair Arbuthnott

Richard Cookson

Lady Marina Hobson

Gill Hopkins

Christopher Warren-GreenLCO Music Director & Principal Conductor

Rosemary Warren-GreenLCO Education & Outreach Artistic Director

Cheryl Frances-HoadComposer-in-residence, 2015/16

Ian Pressland Consultant

Caroline Welsh Workshop Leader

Step ParikianConcerts and Orchestra Manager

Catherine JanssensHead of Development

Lucie TibbitsMusic Junction Administrator

George ConnollyMarketing Officer

The London Chamber Orchestra

LCO TEAMOUR FUNDERS

LCO Music Junction Musicians

Alex Caldon trumpet

Paul Cavaciuti percussion

Alex Cromwell trumpet

Chris Hankin flute

Beth Higham-Edwards percussion

Robert Max cello

Hannah Sloane cello

Shaun Thompson clarinet

HarrisonParrottConsultant

Jasper ParrottIan Giddons Antonio OrlandoAlix de MaunyTracy Lees

Patron: Her Royal Highness The Duchess of CornwallMusic Director and Principal Conductor: Christopher Warren-GreenLife President: Rev. John Wates OBE Hon FRAMPresident: Vladimir Ashkenazy

Special thanks to Queen Mary University of London for hosting LCO Music Junction’s all hub rehearsal and royal visit at the People’s Palace on the 4th of May 2016.