Last year, in a series for Music Teacher called ‘Examining Change’, I wrote about the working models of some of the UK’s instrumental exam boards and how these were accommodating the creative voices of those from traditionally underrepresented groups. Equally, I was keen to know about changes being made within these organisations that would ensure they become more representative. It was clear from my conversations that there was a strong awareness of the need to become more relevant in an increasingly diverse and changing society. It’s not only children and young people who wish to learn to play a musical instrument and take an exam, but adults too, and from all backgrounds.
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