Since moving away from teaching curriculum music in busy secondaries, I have taken some time to reflect on my experience as a teacher. What I noticed most was how my musical identity changed from being able to focus on what I love and enjoy about music to ‘what do my pupils need from me?’.
As teachers, we are trained to be reflective practitioners, supporting students to carve their musical journeys and be the gateway to opportunities. What I didn't realise when embarking on my teacher training is that this greater focus on support for my pupils and their music-making would so vastly change my own musicianship.
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