ABRSM Making Music 2020

ABRSM’s Making Music is a longitudinal series of reports tracking trends in music education over the last three decades. It provides the music education sector with data we can all use to promote the value and importance of music and insight into the needs of teachers and learners. You can download our most recent report, published in 2014, here:

We will be publishing the next edition – ABRSM Making Music 2020 – in November 2020.

The teacher survey is now open. The closing date has been extended to 24 April 2020.

Click here to complete the teacher survey.

If you need access to the survey via phone, please email [email protected] so that we can arrange a phone interview for you.

We want teachers of all musical genres and from all parts of the UK to take part so that our findings reflect the diversity of music education. You don’t need to teach classical music or use ABRSM assessments or resources to contribute to this survey.

History of the ABRSM Making Music reports

We published our first report in 1994. This market research was drawn from our own customers, but provided a valuable insight into music teaching and learning more generally in the UK. We published two further reports in this format in 1997 and 2000. In 2014, we decided to complete a new edition of the Making Music series, expanding it by working with an external research company, Critical Research, and with partners in the music education sector. This edition gave an even clearer picture of music teaching and learning in the UK and has been cited by many other organisations in the music education sector.

How will ABRSM Making Music 2020 work?

We have once again commissioned Critical Research to work with us on this project. The survey questions will be very similar to those used in previous editions, however we are taking this opportunity to update them to reflect the diversity of people engaging in music and the changing way in which people learn, create and share music in the UK. Following on from the Music Commission report published in March 2019, we will particularly focus on gathering data relating to the impact of digital technology, social-economic background and special educational needs and disabilities on learner progression.

The survey has two parts: a learner survey covering both children and adults; and a teacher survey. We have recruited a panel of 1500 child and 1500 adult respondents to the learner survey to ensure the sample is representative of the UK population. For the teacher survey, however, we want to hear from all music teachers working in the UK regardless of the genre, instrument or type of teaching they do.

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