Year 9–13 music facilities
There are many examples of effective secondary school music facilities. While many have been purpose-built, others have evolved over the years, and few are perfect.
This section raises some general issues, lists basic needs, and offers advice based on the experiences of many schools, particularly with regard to storage. (For descriptions of significant aspects of some real school facilities, see the 'Gallery of school examples' section.)
General issues
Plan for growth and development
Plan ahead for all of the features listed in these pages. Even if you can't see the need for some of these features right now, many are inexpensive and they could be helpful in the future.
Coping with all year levels
The most advanced music facilities cater for all students, as well as highly specialised music students.
Students who take music as an 'option' rather than as a 'core' subject need practice rooms and other special equipment. For national qualifications, there is an emphasis on self-directed study and small group work. So students studying for national qualifications will need access to:
- computers (for research and composition)
- recording and video equipment
- good performance spaces
- probably a seminar room.
Curriculum-based music programmes for year 9–10 students tend to be less individualised and skills focused. Schools need to decide whether their specialist facilities will be suitable for these programmes.
A special character?
Many secondary schools have well-established music traditions and specialise in a certain type of music making, such as choral, orchestral, rock, or band music. Many schools have vibrant and topical programmes, often dealing with contemporary youth music.
Other schools run more general music programmes that change their emphasis depending on current staffing or student interests.
While any deliberate specialisation is more likely to be reflected in staffing and equipment, it can (and should) also influence aspects of music facilities, such as:
- size and number of practice rooms
- size and location of storage rooms
- dedicated rehearsal rooms
- nature and number of performance spaces
- recording studios
- access to computers.
The arts in collaboration
Depending on the size of the music facility and where it is sited on the grounds, collaboration (especially with other arts disciplines) can happen in a number of ways. This can include sharing the following:
- performance spaces, especially acoustically superior spaces
- small rooms for practice, rehearsal, discussion groups
- outside performance spaces, such as an adjoining courtyard
- sound equipment, especially mobile recording and mixing gear
- computers
- after-hours facilities
- some storage
- libraries for students
- teacher work spaces and resources.
For more discussion of the benefits of collaboration, see the 'Getting together' section.
Self-contained facilities
Because of the extent of after-hours and extra-curricular activity involved with music programmes, many schools develop self-contained music facilities. These may include:
- direct access for students and the public
- separate systems for alarms, electricity, heating
- access to a student telephone
- sinks, kitchens, and toilets
- separate copying facilities.
Acoustics
Excellent acoustics are essential for all music spaces, whether they be for whole-class teaching, practice, recording, or performance.
Sound-proofing of these areas is another aspect that needs consideration, in order to:
- keep external noise out of music rooms
- minimise the impact of music activities on the rest of the school
- enable different musical activities to take place in different rooms in a music suite.
Expert technical advice is available commercially. The following pages offer advice gathered from schools and music advisers, which provides some simple and cheap solutions. (See also the music facilities described in the 'Gallery of school examples' section.)