Spring / Summer 2026 music thread

@horseymum also loved the Respighi! Lots of my friends were in it - a brilliant concert! I also watched the NYO prom
with DH and thought it was fantastic. Loved the Ades which I’d never heard - seemed a great choice for such a big and young orchestra! Haven’t shown it to the kids yet as it was on after their bedtime, but think they will love it too.

Such a shame that more aren’t on tv. I cannot believe they didn’t televise the Aurora Mahler which I was gutted to miss out on.

Hope the back to school goes well. We haven’t had our summer holiday yet!

I'm not sure there's anything you can prepare for the improvisation, just be prepared to go with the flow!

Thank you ☺️ that’s really helpful. She doesn’t like improvisation but I will get her to practice having ago beforehand.

Mine found it a really positive day. Even if you don't get through, it's a good experience I think. For wind players anyway they had their individual audition where they played their pieces and excerpts. They will ask questions about the excerpts, so need to know what is happening in the rest of the orchestra. Do this by listening with the score. Then there is a chamber playing time, mine already has the music for this. Then I think there was some group discussion and some improvisation.

Hi
My DD has got through to second round audition for NYO does anyone have any experiences of what the day is like from their DC?
I don’t think she will get any further but wants to enjoy the day and meet new people.

Can't believe we are getting ready to go back to school here ( Scotland!). A busy start to the term for everyone, so hitting the ground running. Concerts to attend, and play in and auditions to prep for. Am determined to actually practice more myself as well.
If you have younger kids trying to decide on an instrument, have a watch of some of the proms on TV, great for seeing the action. We loved the Respighi one and will also watch the NYO one when we can all watch together ( if we get an evening!)

When looking at opportunities they weren't sure about, our take was, well you'll 100% not be able to go if you don't explore it and maybe apply for an audition. You may not get in, you may get a place and decide not to take it up, that's fine (although just check you actually can pull out with no cost, as I think with NYO at least if you get a live audition and pull out without a doctor's note you gave to pay).
Lots of music courses clash, and often mean missing school. I'm fairly relaxed if I think it's something worthwhile I just write to the school. They either approve it as educational or don't but as we don't have fines here it doesn't matter! Mine is missing four days in the first three weeks of school for an orchestra thing and an audition.

@678socks It's tricky with deciding what level of course they benefit from, usually I think one where the majority of players are more experienced but also can be a confidence boost to be one of the better ones. You learn best when stretched but not overwhelmed. Or it can be frustrating if you are streets ahead of the others ( although this teaches other skills like patience and leadership)
@amr78 I m sorry to hear about the various pressures you have. Music will always be there for our children throughout their lives I think, in whatever form. I hope you find a way through to the next step. Building their confidence and resilience is so important, whatever that looks like for them at each stage.

@678socks of course! It did take place in the Guildhall school so I guess there would be that familiarity with the premises, but there was no overlap in terms of teaching staff and the standard was obviously lower than anyone attending a JD. It was perfect for what I wanted which was something easily accessible and fun and very easy for us to get to, as I think DS is still too young for a residential, which opens up a lot more options.

Ah ok thank you! Sounds like not one for us maybe then as I gather Grade 6 is planned for Christmas. It was just the familiarity of the buildings that I was thinking of rather than the faculty although I am surprised there is no overlap. Can I PM you for other ideas?

@678socks do you mean the intermediate strings course they did as part of the guildhall summer offering?

Yes my DS said there were kids from Oxford and Birmingham there. I have to admit I found that a bit surprising - he enjoyed it but I’m sure there are equally good opportunities elsewhere (eg Rachel Cooper’s viva strings one and similar).

It was non-audition and for grade 2-6 so whilst it was very fun for my DS, very well run and handy for childcare for me (we live quite close by) I wouldn’t have travelled far for it iysim. DS is grade 5ish now and I think even by next summer he’ll be beyond it. It’s not linked in any way to junior Guildhall and is probs just bit of a cash cow for them (was pricey!). But depends I guess on what your other options are locally. Happy to answer any other qs!

Just have a quick question on the guildhall strings course. Does anyone know whether there were children from outside london there? The dates actually clashed with our end of term up here so unless they move it another time we wouldn’t be able to do it. If it was all Londoners then there probably isn’t any point in mentioning it to them. Very initial discussions about JD’s have started and I thought this might be a good thing to do before we even discuss anything with the child in question (inclined to say no to anything unknown).

@Ubertomusic on the teeth, it’s the 4 at the front, especially the top 2 that make the most difference, and matters less on trumpet than say horn. I think most kids have those by about 7/8. Hope your DD recovers quick from the dentistry - sounds tough but I’m sure better to get it done than not, and she’ll recover quick!

@amr78 sorry to hear of your DS’s struggles - you sound like a fantastic mum.

BTW I think we had a brief discussion on this thread about teeth and starting brass instruments - there is an opinion that it's better to wait until at least front teeth change, but in our case it would've meant waiting forever. DD is in solo section of a national project but even her canines have not changed yet. Her embouchure will need some work no doubt, but I guess it will be a gradual re-adjustment.

Hope your DD is doing well now @Londonmummy66 and all the best to
her with the job search!

Your post sent me down memory lane as my DS collapsed on the street (probably had a seizure but we'll never know) just before his A Levels, had a head injury and developed a long term neurological condition as a result that completely destroyed his sleep for more than a year. He had to re-do one subject whilst still recovering. Life gets in the way as usual, but grit helps to overcome lots of obstacles. My DS is not musical but I sometimes think of music as a kind of training in grit and perseverance - not a very romantic or highbrow outlook on arts and culture, but I hope it may help DD to keep going when it's hard. She's just completed a residential playing through pain for a week - nothing major in her case, just three teeth removed but it's very uncomfortable when playing solo brass. I offered her to skip the camp this time but she was adamant she wanted to go, and she didn't tell them she was in pain. I'm in two minds about that but at least she's making her decisions already and follow through with them.

@Londonmummy66 that sounds so tough. Well done to your DD for achieving her goals despite all the challenges. Health is very important - keep trying to remind myself of that when I’m lying awake at night worrying about things I largely can’t influence!

@amr78 _ agree with uber that health is so important. My other DD ended up with a spinal fracture in year 12 that messed up one of her A level papers so badly she dropped 2 grades and lost her offers. A gap year for surgery and a chance to approach admissions tutors with grades in hand and an explanation and she has just graduated with a 2:1 from a Russell Group. Four years ago it was not the outcome I exected after results day. Now all she needs to do is find a job.......

@amr78 Testosterone like any hormone injections can significantly affect emotions and cognition, it varies between individuals but it's definitely a lot to cope with. Health is more important than music or academics so I'd take it easy until the hormones settle a bit - yes, easier said than done during exam years but honestly it's not the end of the world if GCSE or A levels are not that great.

I totally understand the grief journey, it takes years to adjust, especially if there is some talent in the picture. On the other hand, it could've been much worse with severe autism which is a total nightmare. High functioning ASD people often live fulfilling and interesting lives, even if not very conventional :)

@Ubertomusic @Londonmummy66 thank you for your comments 🙏🏻 Feels like there’s so much to get my head around! Still learning a lot about neurodivergence given the diagnosis is comparatively new so am very grateful for other people’s insights and lived experiences. In addition to the neurodivergence diagnosis in Yr 10, DS had to undergo testosterone injections to kickstart puberty. It’s a lot to contend with on top of all of the other pressures,
DS has consistently maintained that he doesn’t want to pursue music beyond A-level. When he was making preliminary A-level choices in Yr 11, his rationale for chosing music was that he’s not good at much else (his words) and felt it was his best chance of obtaining an A. I think this is the crux of his choice, rather than it being driven by a genuine passion. Discussing his intentions/feelings regarding music is a difficult conversation to have - he invariably shuts it down very rapidly.
His other A-level choices are humanities-based. He doesn’t appear to have any leanings towards a particular degree/career but is set on going to Uni - I suspect that this is largely influenced by his friends’ plans and him being unaware of what other options are available to him.
I’m gradually coming to terms with redefining what success looks like for DS but it’s very much work in progress. I’m certainly on a bit of a grief journey in terms of the hopes and aspirations that I’ve had to cast aside.

You have my sympathy @amr78 I have an ADHD DC with the mental gymnastics that go with dyspraxia added to the mix. She was the opposite in that all she would do was music practice and not homeowrk/GCSE coursework etc. I think it is worth getting to the bottom of why he wants to do A level music - it might be that it is still a subject he loves, he's just fed up with the demands of practical practice, or it might be that he thinks it will be much easier for him that anything else (which is probably accurate). If the former then it might be worth investigating a music Btech? He might find that the slightly more structured course suits him better than the demands A levels will make on his executive functioning. Does he have a group he could just jam with sometimes - no actual formal playing just some fun?

Sorry to hear things are not going quite well for you and your DS at the moment @amr78 I can totally understand how it feels, even NT boys mature much later, and autism can completely mess up executive function for years when big decisions have to be made. My DS doesn't have ADHD, I can only imagine how hard it may be with combined challenges.

I'd say maybe try and think about longer term perspective, not just immediate concerns of GCSE/A Levels/uni/music. My DS had stellar GCSE, decent A Level results and studied Maths at a Russell Group uni - he still massively struggled to find employment. It's extremely, sometimes unbearably stressful for autistic people to do job interviews, especially if they are prone to "selective" mutism (there is nothing selective about it, of course). So I would shift thinking perspective from "how good his exams can be" to "how to secure housing and basic income stream for him". It may be relevant even for high functioning autistic people as they can go into burnouts from basic social functions required in adult life.

There is a big jump between GCSE and A levels, GCSE were a walk in the park for my DS and he genuinely could not understand what the fuss was about as they were incredibly easy for him. A Levels were a shock to the system as they require different study skills and much better executive functioning, so it's not about the content or workload, rather about planning and organising your studies and following your plans. It's one of the weakest points for many people with ASD. Your DS's refusing to practise may be due to both executive function impairment AND autistic burnout during exam years. I think you might need to decide what to focus on at any given time i.e. if you want exam results, you might need to pause music; if you want professional music, you might need to postpone A Levels.

Personally, I think the professional music path is very tricky so I'd rather put music on hold, but everyone's situation is different. There are exceptionally talented musicians that don't need any exams and there are parents with connections in the industry. I'm merely speaking from an autistic person's perspective - it may be very hard to cope with both exams and high level music practice.

It's a tricky situation for parents too, as DC are considered independent adults by unis and other organisations and they are supposed to figure out everything for themselves. For people with ASD, depending on the diagnostic profile, it may never happen or at least come at a much later point in life than usual. I wouldn't expect them to "understand the consequences", not in teenage years at least.

@StuntNun @DitheringMusicParent thank you for sharing your experiences - much appreciated. It’s really helpful to have an outside perspective. I think at this point I would almost prefer DS to just declare he’s dropping the A-level music so at least everyone knows where they stand. He definitely needs to be given the opportunity to forge his own path without us trying to constantly rescue him - the trouble with doing that with music is that there’s the additional expense of the lessons etc (I’m still paying off the loan on his A clarinet which has barely been used as he dropped out of county youth orchestra). It also feels like such a waste of instrumental teachers’ time if he not prepared to practice.

Academically, things haven’t been plain sailing at GCSE - he ended up dropping 2 to try and lessen the pressure but still struggled to knuckle down to any revision. At this point, not feeling very confident he’ll meet the requirements to stay on at his current sixth form. I do worry about his ability to make it through A-levels as things currently stand. There’s also the question as to whether A levels are even the right option. However, he simply won’t entertain the idea of a plan B. I think the gap year will have to come post A-level if we make it that far.

Important point I missed: I think so many teenage boys are just too immature for the demands of A-levels. An extra year could make a LOT of difference.

@amr78 Sending solidarity. We have all this in our future I have no doubt (AuDHD 9 year old, currently only wants to do music, but will undoubtedly hit burnout at some point before the end of school as demands ramp up). My AuDHD niece has just done similar, now finishing final year of school sans the music scholarship that got her in, and sans cello practice.

I don't suppose a year off could be an option? At 16 he doesn't actually have to be in full time education, does he? No idea if there are any menial jobs he could do along with music practice and general study skills to get him back on track for A-levels. The reason I am thinking this is that my sister and I both went to a school that taught study skills very thoroughly (a Dalton school) and it gave us the structure as undiagnosed AuDHDers with a PDAish streak, to get through school while doing very large amounts of music and doing well in other subjects. Neither of us is a genius and my sister could possibly also have dyslexia and dyscalculia. My sister definitely looked extremely PDAish in the final years of high school. But she got through.

I’m sorry to hear things have become so bad @amr78 I can’t speak to the music side of things but I can say that puberty was a very difficult period for my AuDHD son. He scraped his way through GCSEs and A levels but ditched his trumpet along the way. Once he hit about 20, he recovered a lot mentally and emotionally and was able to buckle down academically again. He hasn’t returned to the trumpet but he would be able to pick it up again in the future if he wanted to. I hope you get some good answers here but please don’t feel that you have to play piggy-in-the-middle to get your son through his musical commitments. Most schools encourage independence and self-reliance in years 12 and 13 and you may just have to let him sort it out for himself.

I’ve not posted for a while, largely because things with DS (16) have been very challenging through Y11 - perhaps this post might be more appropriate for a neurodivergence thread but given the musical slant I’ll start here. DS got gr8 clarinet distinction in Y9 and gr8 jazz sax distinction in Y10. He was also diagnosed with AuDHD in Y10 and has quite a demand avoidant profile. He is medicated for his ADHD but the benefits have been fairly negligible. As the academic demands have ramped up, his music has been the thing that has suffered most. We’ve gone from auditioned ensembles/orchestras to barely being able to fulfil school musical commitments (he’s on a scholarship). In the lead up to GCSEs, he was struggling with emotionally based school avoidance. From March, instrumental lessons had to completely cease (they’d been alternate weeks for 6 months prior to this) and unfortunately, due to sustained lack of practice in the months prior, bridges with his clarinet teacher were burned. DS described it as a ‘pause’ from music but given the attrition that proceeded it in the months prior, I was less than convinced. If he wants to give up music entirely, then of course it would be a tremendous shame, but he wouldn’t be the first child with a talent to walk away from
it. The issue is that he steadfastly maintains he wants to study A-level music despite having played his clarinet for the sum total of around 45 mins since March. He’s not touched the saxophone, despite jazz supposedly being his preferred genre. We’ve told him repeatedly that we don’t expect him to do A-level music (at this point, he has no idea what he wants to do post A-levels) but he’s insistent that he’s doing it. We’ve also offered him the opportunity to go to sixth form elsewhere (he has a place at another school as backup) so he can be free of the scholarship and his identity as a musician but he’s keen to remain where he is. He had his first clarinet lesson with the teacher from his current school on Monday (he’d had lessons outside of school up until March) - stamina/embouchure was unsurprisingly an issue but overall the lesson appeared to go well. When we offered him another lesson over the holidays to try and get him back into it, we got ‘no, I can’t be a*ed’. When DH asked what his feelings were towards music, he replied ‘I don’t enjoy it but I don’t hate it either’. This doesn’t strike me as a great basis/attitude for starting an A-level! The director of music has been very supportive and flexible but in some respects this has been part of the problem as DS has taken everything very literally and the boundaries/expectations have felt like a movable feast. He of course has a vested interest in DS doing music for A-level given he’s a scholar and one of only 3 pupils signed up for the course. I’ve (reluctantly) made peace with the fact I’ll never hear DS play like he used to, if I hear him play again at all. I am obviously heartbroken (I was the one who got him playing on my old clarinet and have championed his musical achievements) but I also don’t have another two years in me of acting as an intermediary over his lack of engagement with practice, flimsy rehearsal attendance etc. I agree that teens need to learn natural consequences but there are emotional and financial considerations attached to this too. I have, for the most part, been the advocator and mediator for DS and it has taken a significant toll alongside challenging professional commitments. Apologies for the long winded post - any thoughts/ideas are greatly welcomed as it’s such a tricky situation. However, I’m realistic that there’s really probably little more I can do. GCSE results day may be a catalyst for change but have largely abandoned all hope 😩