Teaching the whole child: Rocksteady Music School

Mark Robinson was working as a music teacher in a primary school in Portsmouth in 2007 when he developed the idea of Rocksteady Music School. He had been teaching one-to-one guitar lessons in the area for 10 years and was looking for a way to make learning to play an instrument come as naturally as learning to speak. Mark couldn't find quite the right pedagogy to deliver his vision of progressive child-led learning, so over several years he created his own.

He says: ‘By teaching children to play songs they love as part of a band, they're doing something they really want to be doing, meaning their concentration and focus is captured for the entire half hour.’

The Rocksteady way focuses on making a great sound in a band, with clear and achievable goals that inspire students along the path to progression. In some cases, the children who need music in their lives the most would not necessarily consider themselves musical, so making teaching as accessible as possible – and getting them to play a recognisable tune together early in the process – encourages them to get involved and enjoy playing, starting them on their musical journey.

Teaching children to rock out is a serious business. Rocksteady students learn from a core curriculum of over 300 skills, including techniques on their instrument and general musicianship, as well as band skills such as listening to peers, processing feedback and working as a team.

Breaking down barriers

These days, Rocksteady employs highly trained music teachers nationally to work in primary and secondary schools and give weekly rock band lessons to children from the age of four. They also help children like Rhodri, who sustained a brain injury part way through primary school. He found that learning music was the only activity that he wanted to keep doing at the time. His short-term memory was severely affected, but he finds he can now remember song lyrics and notes for the songs he is learning. He struggles to communicate sometimes, so being part of a small supportive group helps him take the time he needs to find his words. Most importantly, when he's learning to play in his band, he's an important and equal part of the team, and his confidence shines through.

Learning to play music together really does make things possible, often filling a space where traditional interventions may not have all the answers. It has made a huge difference to nine-year-old Fern. She had a fall from a horse which left her with nerve damage in her right hand. When she started Rocksteady lessons six months later, she was adamant she was going to learn guitar, even though she couldn't feel the strings with her fingers. After her summer concert, Fern was excited to tell her mum that she was starting to feel the vibrations in her affected hand. Her doctors have said that stimulating the nerves in this way will help her to recover.

Fern's mum was thrilled. She said: ‘I'm so grateful to Rocksteady for encouraging her, as it has had such super results with her rehabilitation. Just seeing her smiley face on stage said it all for me!’

A musical family

The bands often become support networks for the children – a safe space where everyone can express themselves and mistakes are encouraged. When you're on stage in front of your peers, you're part of a supportive group united towards a common goal. That's one of the reasons children who learn to play and perform music in a band find themselves happier and more confident as a result.

If you're a new starter at school like Eliza, band life can bring added benefits. Eliza's dad was in the Navy, so she had to move around the country a lot. She was always the new girl and could be shy and quiet in class. She sometimes needed help making new friends.

Eliza's headteacher suggested to her mum that they fund Rocksteady with her pupil premium allowance. Eliza was a little nervous at first, but playing guitar soon became a regular part of her school life. Being part of a band helped her find her place in a group and make friends of different ages. Playing guitar each week made her more outgoing and became a passion she shared with her dad. She loved being part of a band for the year she attended the school, and her wellbeing increased as a result. When she started her new school, her mum noticed she was more robust and made friends more easily.

What do schools think?

The positive effect of rock band lessons is something teachers comment on too. Deby Ruddock, music teacher at Beccles Primary Academy, said: ‘I have welled up with joy seeing Rocksteady transform some of our pupils. The power of the sessions to give confidence in a safe environment – to be creative but to make mistakes and create the resilience to try again – is amazing.’

David Bowden, headteacher at Lyncrest Primary School in Northampton, was initially concerned that Rocksteady lessons would detract from traditional one-to-one instrumental lessons. However, the school has found that the two different teaching styles work well together.

Bowden says: ‘The children are learning a more formal system of music and at the same time a more expressive and experimental version – this offers them a wide range of musical experience. The children that are part of Rocksteady are thoroughly engaged in it and they love attending the sessions. Undertaking the concerts, they show confidence and resilience, and these are qualities that are challenging to teach.’

Mark Robinson's 2007 vision of a progressive, contemporary and accessible music programme, delivering wider benefits to wellbeing, social interaction and self-esteem at scale, is now a joyful reality. The thousands of children who take part in Rocksteady every week feel the fun, excitement and belonging that comes from playing music together while progressing as musicians. And those are feelings that every child deserves the opportunity to experience.

Find out more at www.rocksteadymusicschool.com